


UNIVERSITY OF ILLINOIS BULLETIN 

Issued Weekly 
Vol. XII JUNE 28, 1915 No. 43 

[Entered as secoad-class matter December 11, 1912. at the Post Office at Urbana, 111., nnder Act of August 21, 1912] 



HIGH SCHOOL MANUAL 



STANDARDS AND GENERAL RECOMMENDATIONS 

FOR 
ACCREDITING of HIGH SCHOOLS 



Office of High School Visitor 




PUBLISHED BY 

THE UNIVERSITY OF ILLINOIS, URBANA 
1915 



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UNIVERSITY OF ILLINOIS BULLETIN 

Issued Weekly 
Vol. XII JUNE 28, 1915 No. 43 

Entered as second-claaa matter December 11. 1912. at tbe Post Office at Urbana. 111., under Act of August 24. 1912] 



HIGH SCHOOL MANUAL 



STANDARDS AND GENERAL RECOMMENDATIONS 

FOR 
ACCREDITING OF HIGH SCHOOLS 



Office of High School Visitor 




PUBLISHED BY 

THE UNIVERSITY OF ILLINOIS, URBANA 
1 Q 1 5 






D, of D. 
APR 6 ISIS 






INDEX OF CONTENTS. 

PA6E 

Introductory 5 

I. Admission: General Statement; Entrance Eequirements of Under- 
graduate Colleges; High School Graduation; Number of Units 
Eequired ; Prescribed Subjects 6-8 

II. Undergraduate Scholarships: County Scholarships; General Assem- 
bly Scholarships; Scholarships in Ceramics; Scholarships in Agri- 
culture and Household Science; Military Scholarships 9-11 

III. The Accrediting of High Schools, — Conditions and Methods 12-14 

IV. Description of Subjects which may be Accredited and Accepted for 

Admission 15-86 

1. Agriculture 15-17 

2. Algebra 17-23 

3. Astronomy 23 

4. Bookkeeping 24 

5. Botany 24^28 

6. Business Law 28 

7. Chemistry . 28-38 

8. Civics 39 

9. Commercial Geography 39 

10. Domestic Science 39 

11. Drawing 39-41 

12. Economics 42 

13. English Composition and Ehetoric 42 

14. English Literature 42-43 

15. French 43 

16. Geology 43-44 

17. Geometry 44-52 

18. German 52-58 

19. Greek 58-59 

20. History 59 

21. Latin 59 

22. Manual Training 59-63 

23. Music 63 

24. Physics 63-72 

25. Physical Geography 72-73 

26. Physiology 73 

27. Spanish 73 

28. Trigonometry 73 

29. Zoology 73-86 



PAGE 

V. The Program of Studies 87-8D 

VI. Suggestions for the Equipment of Laboratories 90-95 

Laboratory Apparatus 90-95 

Dealers 95 

VII. The High School Library 96-106 

General Reference Books 96-97 

English 97-99 

Geography 99-100 

History 100-101 

Mathematics 101-102 

Physics 102-103 

Chemistry 104 

Biology 104-105 

Agriculture 105-106 



INTRODUCTORY. 

For more than thirty years the University of Illinois has ex- 
tended to such high schools of the state as have sought approval and 
have been found to maintain satisfactory standards of instruction the 
privilege of entrance to the university on certificate of such of their 
graduates as might seek admission. 

The basis for granting such privilege to high schools has been 
visitation and inspection. For the past nineteen years this has been 
through a special officer of the University whose title is that of High 
School Visitor. Previous to that time it was done through committees 
of the faculty. 

In this work of visitations for the purpose of establishing the 
accredited relation between high schools and the University the aim 
has been to aid the high schools, in a constructive way, to develop 
their normal functions toward the communities which they serve. To 
further this purpose in more recent years annual conferences have 
been held. To the same end the University has also sought to co- 
operate with school authorities in counties in such a manner as to 
bring about better standards of high school work in villages able to 
maintain only two or three years of high school work. 

The following information in regard to entrance requirements, 
standards required for accrediting, and the material equipment of 
schools has been compiled for the purpose of furthering the ends and 
aims as above mentioned. This manual is for the use of school super- 
intendents and principals, and school boards. 



I 

ADMISSION 

GENERAL STATEMENT 

An applicant for admission to any of the colleges or schools of the University 
must be at least sixteen years of age. Candidates for admission to the college of 
Dentistry (Chicago) must be eighteen and candidates for admission to the School 
of Pharmacy (Chicago) must be seventeen years of age. 

Women are admitted to all departments under the same conditions and on the 
same terms as men. 

Students may be admitted at any time, but should enter if possible at the 
beginning of the fall semester (in 1915, September 20), or at the beginning of 
the spring semester (in 1916, February 7). Students can seldom enter the Col- 
lege of Engineering to advantage except at the opening of the school year in 
September. 

The entrance requirements for the undergraduate departments including 
the colleges of Liberal Arts and Sciences, Engineering, and Agriculture, and 
the School of Music, amounting in each case to 15 units of high-school work, 
will be found in detail in the University Eegister. 

The College of Latv requires, in addition to 15 units of high-school credit, 
two years (60 semester hours) of college work in arts, letters, and science in 
an institution having standards equal to those of the University of Illinois. 

The Library School requires a bachelor's degree in arts, letters, or science 
from an institution having standards equal to those of the University of Illinois. 

The College of Medicine (Chicago) requires, in addition to 15 units of high- 
school credit, two years (60 semester hours) of college work in an institution 
having standards equal to those of the University of Illinois. 

The College of Dentistry (Chicago) requires an applicant for admission to 
present a certificate of graduation from an accredited high school or the equiva- 
lent; which equivalent is interpreted to mean 15 units of preparatory work in 
an accredited high school or academy or a state normal school. 

The School of PJuirmacy (Chicago), for the year 1915-16, requires for 
admission to its shorter course, leading to the degree of Graduate in Phar- 
macy, two years of high-school work or the full educational equivalent; and for 
admission to its longer course, leading to the degree of Pharmaceutical Chem- 
ist, graduation from an accredited high school or the equivalent. For the year 
1916-17 and thereafter, graduation from an accredited high school viith 15 accept- 
able units will be required for admission to both courses in this school. 

ENTRANCE REQUIREMENTS OF THE UNDERGRADUATE COLLEGES 

Under an action taken by the Board of Trustees of the University of Illinois 
on June 9, 1914, the following new entrance requirements for the courses leading 



to the degrees of Bachelor of Arts, Bachelor of Science, and Bachelor of Music — 
or, in other words, for the undergraduate departments at Urbana, including the 
College of Liberal Arts and Sciences, the College of Engineering, the College of 
Agriculture, and the School of Music — go into effect September 1, 1915: 

HIGH SCHOOL GRADUATION 

A candidate for admission hy certificate must be a graduate of an accredited 
high school or other accredited school. 

An applicant who has not been graduated from an accredited school must 
pass entrance examinations in the following subjects, amounting to 7 units*: 

English composition 1 unit 

English literature 2 units 

Algebra (to quadratics) 1 -aiAi 

Additional subjects to be designated by the University authorities 3 units 



Total 7 units 

The remaining 8 units necessary to make up the 15 units required for admis- 
sion may also be made in entrance examinations or may be offered by certificate 
from any accredited school. 

NUMBER OP UNITS REQUIRED 

Fifteen units of high-school or other secondary- school work, in acceptable 
subjects (see Lists A, B, and C below), must be offered by every candidate. 

For 1915-16 students may be admitted with conditions of not more than 
one unit; that is, with a minimum of 14 units. All such conditions must be made 
up before the student can be permitted to register for his second year in the 
University. 

A conditioned student is not matriculated and must pay a tuition of $7.50 a semester 
in addition to the regular incidental fee of $12.00 a semester. 

No student having entrance conditions may register for a second year in the Univer- 
sity, except on the recommendation of the faculty of the college or school in which he is 
enrolled, approved by the Council of Administration. Only in rare and especially meritor- 
ious cases will such permission to continue as a conditioned student be granted. 

After September 1, 1916, no conditions tvill he permitted. In other words, 
every student must offer at the time of admission 15 units in acceptable sub- 
jects, including the 6 units specifically prescribed for all the undergraduate col- 
leges (see List A below). It is provided, however, that a student who offers 15 
acceptable units including the 6 units of List A, but is deficient not to exceed 2 
units in subjects prescribed only for the college or curriculum which he wishes 
to enter, may be admitted in that college or curriculum to courses for which he 
is fully prepared, subject to the requirement that the deficiencies in question shall 
be removed before he may register for a second year 's work. 



*A unit is the amount of work represented by the pursuit of one preparatory subject, 
with the equivalent of five forty-minute! recitations a week, through 36 weeks; or, in other 
words, the work of 180 recitation periods of forty minutes each, or the equivalent in labora- 
tory or other practise. 



PRESCRIBED SUBJECTS 

Summary 

The 15 units offered for admission must include: 

I. Certain subjects prescribed alike for all courses (see List A below) .... 6 units 
II. Certain subjects prescribed in addition for the individual course which the 

student wishes to enter 1 to 4 units 

III. Enough electives t>i academic subjects (see List B below) to miike, with 
the subjects prescribed for all courses (List A) and those prescribed 
for the individual course of the student's choice, 12 units in academic 

subjects 5 to 2 units 

IV. Three additional units, which may be chosen either from the list of 
Academic Electives (List B) or from the list of Additional Electives 

(List C) 3 units 

Total 15 units 

LIST A 

English (composition and literature) 3 units 

Algebra 1 unit 

Plane geometry 1 unit 

Physics, or chemistry, or botany, or zoology, or physiology, with laboratory work. . 1 unit 

Total 6 units 

LIST B Units 

Latin 36 to 144 weeks 1-4 

Greek 36 to 108 weeks 1-3 

French 36 to 144 weeks 1 -4 

German 36 to 144 weeks 1-4 

Spanish 36 to 144 weeks 1-4 

English (4th unit) 36 weeks 1 

Advanced algebra 18 weeks % 

Solid geometry 18 weeks % 

Trigonometry 18 weeks - V6 

History 36 to 108 weeks 1-3 

Civics 18 or 36 weeks %-l 

Economics and economic history 18 or 36 weeks %-l 

Commercial geography 18 to 36 weeks V^-1 

Astronomy 18 weeks % 

Geoglogy 13 or 36 weeks %-l 

Physiography 18 or 36 weeks V^-1 

Physiology 18 or 36 weeks %-l 

Zoology 18 or 36 weeks %1 

Botany 18 or 36 weeks % -1 

Physics 36 to 72 weeks 1-2 

Chemistry 36 to 72 weeks 1-2 

LIST C 

Agriculture 36 to 72 weeks 1-2 

Bookkeeping 36 weeks 1 

Business law 18 weeks % 

Domestic science 36 to 72 weeks 1-2 

Drawing, art and design 18 or 36 weeks %-l 

Drawing, mechanical 18 or 36 weeks %-l 

Manual training 36 to 72 weeks 1-2 

Music 36 to 72 weeks 1-2 

For more complete details as to entrance requirements see the University 
Register, a co[)y of which may be had, on request, from the Registrar. 



II 

UNDERGRADUATE SCHOLARSHIPS 



(For circulars giving more detailed information concerning these scholar- 
ships, apply to the Eegistrar of the University.) 

COUNTY SCHOLARSHIPS 

A law passed by the General Assembly of the State of Illinois at the session 
of 1905 and embodied in the General School Law of 1909 provides that one 
scholarship may be awarded annually to each county of the State. The holder 
thereof must be at least sixteen years of age, and a resident of the county to 
which he is accredited. No student who has attended the University of Illinois 
is eligible for a scholarship. The holder of a scholarship is relieved of payment 
of the matriculation fee ($10.00, payable once, upon entrance) and incidental 
fees for four years ($24.00 a year) in any department of the University other 
than the professional school. The term "professional schools," as here used, 
includes the College of Law, the Library School, the College of Medicine, the 
College of Dentistry, and the School of Pharmacy. 

A competitive examination, under the direction of the President of the 
University, and upon such branches of study as the President may select, is 
held, upon the first Saturday in June of each year, at the county court house in 
each county by the County Superintendent of Schools. Questions for the exam- 
inations are furnished in advance to the County Superintendents. 

The successful candidates in the examinations must then meet in full, either 
by certificate from an accredited high school or by passing entrance examina- 
tions at the University, the requirements for admission to the freshman class, 
and must register the following September. 

In case the scholarship in any county is not claimed by a resident of that 
county, the President of the University may fill the same by assigning to that 
county from some other county the student found to possess the next highest 
qualifications. 

A student holding a scholarship who shall make it appear to the satisfac- 
tion of the President of the University that he requires leave of absence for the 
purpose of earning funds to defray his expenses while in attendance, may, in 
the discretion of the President, be granted such a leave of absence, and may be 
allowed an extension of his scholarship for not more than two years (making 
not more than six years in all from the beginning of the scholarship). Such 
extension will not be granted unless the student has been in attendance at the 
University for at least one full semester, nor unless the student's average grade 
during the period of his attendance has been at least 80 per cent, exclusive of 
grades in military science and physical training. 



10 

GENERAL ASSEMBLY SCHOLARSHIPS 

The same act by which the county scholarships described above were estab- 
lished also provides that each member of the General Assembly may nominate 
annually one eligible person from his district for a scholarship in the Univer- 
sity, granting the same privileges as the county scholarships. 

A member of the General Assembly who wishes to nominate a candidate 
for a scholarship should file the name and address of his nominee as early in 
the spring as practicable and not later than June 1, with the President of the 
University and also with the County Superintendent of the county in which the 
nominee resides. 

The nominee is then required, under the statute, (1) to pass the scholar- 
ship examination — the same that is given to competitors for the county schol- 
arships on the first Saturday in June, under the County Superintendent; (2) 
to meet in full, either by certificate from an accredited high school or by pass- 
ing entrance examinations at the University, the requirements for admission to 
the freshman class; and (3) to register in the University the following September. 

If a nominee fails to make a passing grade (70) in the scholarship exam- 
ination he may not receive the scholarship. • In this case notice will be sent to 
the member of the General Assembly who made the nomination, who is then 
entitled to nominate a second candidate. This second candidate is subject to all 
the requirements stated above; the scholarship examination will be given him 
at the University on the Wednesday preceding the fall registration days (in 
1915, September 15). 

A General Assembly scholarship may be extended under the same conditions 
as a county scholarship. 

SCHOLARSHIPS IN CERAMICS 

The University offers annually to each county in the State one scholarship, 
awarded by the Trustees of the University, upon the nomination of the Illinois 
Clay Workers' Association, to applicants who intend to pursue either of the 
courses in ceramics (Ceramics, and Ceramic Engineering). These scholarships 
are good for four years and relieve the student from the payment of the matricu- 
lation fee ($10.00, payable once, upon entrance) and the incidental fees ($24.00 
a year). 

The candidate must be at least sixteen years of age, must be a resident of 
the county for which he is nominated, and must meet in full, before entering, 
by certificate from an accredited high school or by passing entrance examinations 
at the University, the requirements for admission to the freshman class. 

SCHOLARSHIPS IN AGRICULTURE AND HOUSEHOLD SCIENCE 

The University offers every year to each county in the State, except Cook 
and Lake, and to each of the first ten congressional districts, one scholarship 
for prospective students of agriculture in the College of Agriculture and one 
for prospective students of household science in the College of Liberal Arts and 
Sciences or the College of Agriculture. 



11 

Appointments to scholarships in agriculture are made by the Trustees of the 
University upon the recommendation of the Executive Committee of the Illinois 
Farmers' Institute; and to scholarships in household science upon the recom- 
mendation of the County Domestic Science Associations, or, for counties and 
districts in which there are no domestic science associations, on the recommen- 
dation of the Illinois Farmers' Institute. Persons who have already attended 
the University are not eligible. 

Candidates who are able to meet in full the requirements for admission to 
the freshman class are eligible to appointment at 16 years of age. Candidates 
who cannot meet these entrance requirements are eligible to appointment as special 
students (in the College of Agriculture) at 21 years of age. 

Acceptable candidates, residents of counties or districts for which appoint- 
ments have been made, not exceeding five in number from any one county or 
district, may be assigned to counties or districts for which no recommendations 
are made. The first nominee from each county or district, if duly qualified, is 
awarded the scholarship at the time of registration. Other nominees must pay 
the regular fees on registration. Assignments to counties and districts for which 
there are no nominees registered are made on October 15, at which time the nom- 
inees so assigned to counties or districts other than their own receive rebates of 
the full amount of the matriculation and incidental fees paid. 

The scholarships are good for two years and relieve the holders from the 
payment of the matriculation fee ($10.00, payable once, upon matriculation), 
and the incidental fees ($24.00 a year). If, before a scholarship expires, the 
holder satisfies in full the requirements for admission to the frehman class of 
the college in which he or she is enrolled the term of the scholarship may be 
extended to four years from the date of the student's matriculation. 

MILITARY SCHOLARSHIPS 

Students who have had three semesters of class instruction in military science 
and four semesters of drill practise are eligible for appointment as commissioned 
officers of the University Corps of Cadets. To those attaining this rank, special 
military scholarships, good for one year, and equal in value to the university 
incidental fees for the year, are open. The amount of these scholarships is paid 
to the holders at the close of the academic year. Appointments in the Corps of 
Cadets are made on the recommendation of the Commandant of Cadets, confirmed 
by the Council of Administration. 

OTHER SCHOLARSHIPS 

For sdiolarships in the College of Law, see page 218 of Eegister. 



12 



III 
THE ACCREDITING OF HIGH SCHOOLS. 

CONDITIONS AND METHODS. 

High Schools or Academies are inspected for accrediting on ap- 
plication from the principal, superintendent or board of education. 
All applications should be made, not later than January 30, to the 
University High School Visitor. Upon receipt of such application 
blanks will be sent to the applicant for a full and complete report on 
the conditions existing in high school or academy. If it appears from 
this report when returned that the school is probably worthy of a 
place on the list of accredited schools an inspection will follow as soon 
as practicable. 

The general conditions looked for in the preliminary report from 
a school are : 

1. Is the length of school year at least 36 weeks (8i/^ calendar 
months or 9 twenty-day months) of actual school work? 

2. Is the financial condition of the district capable of sustaining 
a school at such standards as will assure reasonable efficiency? 

3. Are there as many as four teachers in the district below the 
high school? 

4. Are there three or more teachers, including superintendent 
or principal, devoting full teaching time to high school work? 

5. Are the recitation periods at least 40 minutes in length ex- 
clusive of time required for the movement of classes? 

6. Are consecutive double periods provided for all unprepared 
work, such as laboratory, shop, drawing? 

7. Is the material equipment of the school adequate for the work 
it undertakes? 

8. Are text-books well chosen? 

9. Are the teachers apparently well prepared for their work? 

10. Do any teachers have more than seven periods per day of 
recitation and laboratory work? 

The Visitors report the results of their inspection to the commit- 
tee on accrediting of schools and this committee makes recommenda- 



13 

tion to the Council of Administration. If a school is found satis- 
factory a report is sent from the office of the High School Visitor to- 
gether with a card on which is given a schedule of credits. Later a 
certificate of accrediting is sent out from the office of the University 
Registrar. 

Accredited schools are visited at least once in three years, and 
oftener when deemed necessary. The University reserves the right 
to reconsider the accrediting of a school at any time in case of marked 
deterioration of work. 

Each student coming to the University from an accredited high 
school or academy should request the principal of the school to send 
to the University Registrar a certificate showing the period of his 
membership in the high school, the fact of his graduation, the subjects 
he has taken in his course, the number of recitations in each subject, 
the length of recitations in minutes, the amount accomplished, and his 
average grade in each subject. For the particulars of these reports 
the high school principal is often obliged to depend upon records 
made before the commencement of his own term of service in the 
school, and these records should consequently be regularly kept and 
preserved in a way to include all the information called for by the 
student's certificate above described. 

In the matter of accrediting special emphasis will be placed on the 
preparation which pupils have as a basis for promotion to the high 
school. The training in English, as evidenced in its use by pupils, is 
considered particularly important here. 

We are often requested to assign credit for work done by two or 
three year high schools. This we can do where we have assurance 
through the office of the county superintendent of the county in which 
a school is located that a given school meets certain fundamental stand- 
ards. These standards are as follows : 

1. The school year must be 36 weeks of actual school work. 

2. Recitation periods must be 40 minutes in length. 

3. Double periods must be provided for unprepared work. 

4. Adequate equipment must be provided for the courses offered. 

5. The teacher or teachers should have at least two years of 
training beyond a standard four year high school. 

6. For a two year school the full teaching time of one teacher 
should be required. 



/ 



14 

7. For a three year school the full teaching time of two teachers 
should be required. 

Pupils who have had courses in such schools and who complete 
their work in an accredited four year high school will be accepted on 
certificate the same as other graduates from the same accredited 
schools. TJie University will Jiereafier reserve the right to question 
the creditahUity of any four year high schools which commonly ac- 
cept the work of students from, two or three year high schools, without 
thorough examination, and which do not observe the above funda- 
mental standards. 

High schools should not certify to work from an unaccredited 
school unless the pupil has had at least one year's work in the school 
certifying. 



15 



IV. 

DESCRIPTION OF SUBJECTS WHICH MAY BE ACCREDITED 
AND ACCEPTED FOR ADMISSION. 

The schedule of subjects accepted together with the number of 
units of credit which may be given to each will be found under ad- 
mission requirements (see pp. 3 and 4). 

In addition to the following descriptions and outlines of the vari- 
ous units of work acceptable for entrance reference should be made to 
recommendations as finally adopted by the High School Conference. 
These will be found published in the proceedings of the conference, a 
full set of which should be kept in the library of each accredited high 
school. 

1. AGRICULTURE. 

Courses in agriculture should be arranged for periods of not less than 36 
weeks. Such a course may be accepted for one unit of entrance credit, and two 
such courses may be accepted for two units, provided the work covered by each 
course is so closely related in its parts as to constitute one of the generally 
accepted divisions now recognized in agricultural work. At least one-half the 
time should be devoted to laboratory work, and note-books should be presented. 
Seven periods of 40 minutes (two double) per week is the minimum. 

In the Agricultural Section of the High School Conference, Nov. 
20, 1908, the following outline of work in agriculture for secondary 

schools was presented : 

Study of Soils 

Physical composition of the soil. 

Formation and transporting of soils. 

Classification of soils with reference to texture. 

Moisture relations of soils. 

Different forms and movements of soil moisture. 

Experiments to determine the percent of capillary, hygroscopic and total 
moisture in soils under different conditions. 

Experiments to show how soils of different textures differ in their power to 
retain moisture and to raise it by capillary force. 

Experiments to determine and to compare the percent of pore space in dif- 
ferent soils. 

Experiments to show that the capacity of soils to absorb and hold water 
depends upon the amount and character of the pore space. 



16 

Experiments to determine the percent of humus in soils. 
Experiments to show how humus in soils affects their moisture relations. 
Experiments to determine the real and apparent specific gravity of soils. 
Study of temperatures of different soils. 
Experiments to show effect of color on temperature of soils. 
Experiments to show difference in temperature on drained and undrained 
soils. 

Experiments to show the effect of lime on the texture of claj' soils. 
Experiments to show effect of organic matter on the texture of clay soils. 
Study of causes, effects and control of soil erosion. 
Experiments to show how soil moisture may be conserved by mulches. 

Study of Plants and Crops 

Study of root systems of plants and their relations to the soil. 

Study of the stem and leaf in their relations to light and air. 

Study of the flower in its relation to the seed and plant breeding. 

Experiments in germination of seeds under different conditions of planting, 
temperature, heat, moisture, etc. 

Experiments in soil fertility to determine essential plant foods. 

Experiments to show the effect of each of the elements, nitrogen, phosphorus 
and potassium on plant growth. 

Experiments to show effect of lime on acid soils. 

Experiments to show the power of bacteria living on the roots of legumes to 
secure nitrogen from the air. 

Special Studies in Corn 
Corn judging. 

Testing of seed for germination. 
Care of seed. 
Corn breeding. 

Experiments to show power to control different characters in corn by selec- 
tion of seed. 

Further Courses Recommended for Schools Prepared to Give More Extended 

Time to the Work 

Study of breeds and types of farm animals. 
Study of feeds, balanced rations and principles of feeding. 
Study of milk, its composition, care and testing for butter fat. 
Study of the more common diseases of farm animals, their symptoms and 
treatments, together with their causes and means of prevention. 
Study of poultry. 
Judging live stock. 
Improvements of animals and plants. 

Study of legumes, alfalfa, clover, cowpeas and soy beans. 
Study of oats, wheat and grasses. 
Study of the farm garden. 



17 

Preparation and use of insecticides and fungicides. 

Study of weeds, their habits of growth and dissemination and how to eradi- 
cate them. 

Study of farm machinery, farm buildings and cement construction. 

Note — For further outlines see circular on Four Years' Work in High School 
Agriculture, published by the College of Agriculture. Also Four Years' Course 
in Agriculture, recommended by the Illinois Educational Commission, Eeport of 
1910. 

See also discussions, reports and recommendations in Conference Proceed- 
ings of subsequent years. 

2. ALGEBRA, 

Fundamental operations, factoring, fractions, simple equations, involution, 
evolution, radicals, quadratic equations and equations reducible to the quadratic 
form, surds, theory of exponents, and the analysis and solution of problems in- 
volving these. 

The following is from a syllabus of a course in algebra adopted 
by the Conference of 1908: 

Time and Place for Algebra in the High School Course 

The best division of subject matter with reference to time is to give: first, 
a year of elementary algebra (first course) so arranged as to enable the pupil 
to solve such problems as are within his comprehension and to arouse his inter- 
est in algebra as a tool for the solution of problems which are impossible, or very 
difficult, by unaided arithmetic means. To this end it is highly desirable to in- 
clude the treatment of quadratic equations and to omit much in the line of ab- 
stract manipulations and formal proofs. This first course in algebra should be 
followed by one year of plane geometry, and the two together should constitute 
the minimum requirement in mathematics for a high school course. This should 
be followed by the elective work; one-half year of algebra (second course), in- 
tended to meet the need of those pupils who desire full preparation for college 
and comprising a more formal treatment of the principles employed in the first 
course, together with advanced chapters. This should come not earlier than the 
first half of the third year in the high school course. Then, if given at all in the 
curriculum, this should be followed by one-half year of solid geometry and one- 
half year of trigonometry. 

The early introduction of the quadratic equation in the first course enables 
the pupil to solve many concrete problems that appeal to him as worth while, 
and this is certainly much more serviceable to the pupil who takes only the re- 
quired mathematics than the juggling with symbols which so often comprises a 
large part of the work of the first year. Furthermore, nothing seems lost to the 
pupil who continues algebra because of deferring the formal demonstrations and 
certain difficult topics and manipulations, to give time for the treatment of the 
quadratic equation. The study of plane geometry between the first and second 
courses in algebra affords a fruitful field for concrete algebraic problems, and 



18 

serves to visualize the algebra, while the plane geometry is niueh more concrete to 
the average high school pupil than the more formal parts of the second course in 
algebra. 

Correlation Between Arithmetic and Algebra 

From the start in algebra the pupil should understand that each letter or 
combination of letters means a number. The frequent introduction of Arabic 
numerals for the letters tends to make algebra real to the high school pupil. It 
is undesirable to attempt to draw a sharp line of distinction at any point between 
arithmetic and algebra. The two subjects should be closely correlated; that is, 
the operation of arithmetic should suggest the principles of algebra and each 
principle of algebra should be illustrated by numbers of the Arabic notation. 
All exercises involving letters should be interspersed with similar exercises in- 
volving Arabic numbers. 

Illustrations of multiplication: — 
45 40-f 5 40-f 5 4a -f- 5b 

23 20-f 3 20-j- 3 2a -(- 3b 



135 120+15 800+100 8a=+10ab 

90 800+100 120+15 12ab+1.5b- 



Problems of arithmetic such as, for example, those in percentage and inter- 
est, constitute a considerable body of applications for algebraic solution during 
the first year. To be more specific, let us consider the problem from arithmetic, 
of finding the simple interest on $900 at 4 per cent for 3 years. This is given 
in dollars by 

(900) (4) (3) 

=108 

100 

Next, let simple interest, principal, rate, and time in years be denoted by 
i, p, r, and t respectively. Then formula 

prt 

100 

appears as a generalization of the above simple numerical case, and should be 
made the basis of numerous problems. 

Syllabus of a First Course in Algebra. One Year 

The committee does not deem it desirable to dictate an order of topics. 
However, in presenting the following outline, it is our purpose to suggest such an 
arrangement as seems to give a natural development and one suited to the needs 
of the pupil, both in his everyday experience and in preparing him for the ele- 
mentary courses in applied science. 

An explanation and discussion of significant points under each group of 
topics in the outline follows immediately the group of topics. The numbering 



19 

of groups in the outline and that of the discussions mutually correspond; for 
instance Id contains the discussion of topics marked 1, and 2d the discussion of 
topics marked 2. 

Outlines of topics: 

1. Arithmetic problems in addition and subtraction of numbers which have 
a common factor ; removal and insertion of parentheses, literal notation, multipli- 
cation and division of polynomials by monomials; problems leading to linear 
equations involving only positive integers; translating English sentences into 
equations and vice versa. 

1 d. The purpose here is to extend the operations of arithmetic to include positive 
numbers represented by letters and at once to introduce the solution of simple equations 
and problems. Frequent translation of English into algebraic language, and vice versa, 
emphasizes the value of the algebraic symbol. 

2. Negative numbers; addition, subtraction, multiplication and division ex- 
tended to negative numbers; positive integral exponents; transposition in equa- 
tions; solution of equations; verification of solutions by substitution; identities; 
simple simultaneous equations; graphs of simple equations; elimination by addi- 
tion and subtraction; exercises and problems interspersed. 

2 d. The introduction of negative numbers should be preceded by concrete illustra- 
tions to show their convenience. This can be done by reference to temperature belovf and 
above zero; credits and debits, bank deposits and withdrawals, north and south latitude, 
east and west longitude, opposite directions, etc. Problems yielding equations with negative 
solutions should next be introduced, showing need of such numbers in order to make possible 
the solution of the the equation involved. In general, the solution should be regarded as 
incomplete until the result is verified. This is both a logical and a pedagogical requirement; 
furthermore, this affords a most valuable exercise in the manipulation of algebraic symbols. 
The interpretation of results is an important part of algebra which is too much neglected. 
It is useful to present some problems which lead to equations which are identical in form 
but whose solutions lead to very different interpretations. As simple illustrations, consider 
the following : 

a. A and B start from the same point to walk in opposite directions. At the end 
of one hour they are 8 miles apart, and A walks three miles farther per hour than B. 
How far does each of them walk ? 

b. Discuss the problem of finding the score in a baseball game if the sum of the runs 
is 8 and the difference of the runs is 3. 

Both problems yield the equations : 

x+y=8 

X — y=4 

and x—^, J— 2^ 

satisfy these equations, but for problem b the solution has no interpretation, while in problem 
a it has a very definite interpretation. 

The word transpose should not be used by the pupil in beginning the study of equations, 
hut the process should be interpreted as the operation of addition or subtraction applied to 
the members of an equation. 

The study of the graph in the first year is not an object in itself and should be used 
only in so far as it can be profitably made to throw light on the solution of problems and 
equations. 

3. Division as the inverse of multiplication; multiplication and division of 
polynomials by binomials; first notion of fractions, ratio and proportion; equa- 
tions involving fractional coefficients; simple problems in proportion (formal 



20 

treatment being deferred) : simultaneous equations in two and three unknowns 
(with different methods of elimination) ; verification of solutions of equations by 
substitution; exercises and problems. 

3 d. An operation and its inverse can often be taught togethar advantageously. This 
is the case with subtraction and addition, division and multiplication, root extraction and 
involution, factoring and special cases of multiplication. Some simple cases of proportion 
follow soon after division in the outline of topics. This is done in order to introduce the 
language of proportion in problems, but any formal treatment of proportion is deferred until 
near the end of the fir.st year. 

As used in the syllabus, the word "e-xercise" is understood to mean the formal manipula- 
tion of algebraic symbols, and the word "problem" is understood to indicate the translation 
of given conditions into graphic form, or into the language of the equation and the solution 
of the resulting equation. It is believed that about equal emphasis should be given to each. 

4. Factoring — Special products and factors taught together as inverse opera- 
tions; meaning of quadratic expressions and factors of such expressions; prob- 
lems leading to quadratics to be solved by factoring; H. C. D. and L. C. M. by 
the methods of factoring; multiplication and division of polynomials by polyno- 
mials. 

4 d. The early introduction of quadratics by the method of factoring affords a useful 
application of factoring and the solution of an important class of problems which are en- 
tirely practicable for first year pupils, but which otherwise would be postponed to the 
later course and so lost to a large number of students. 

5. Square root; radicals of the second order and fractional exponents only 
so far as demanded for an elementary treatment of quadratics; approximate 
evaluation of numerical expressions containing radicals; exercises and problems. 

5 d. Radicals and fractional exponents should be treated together with the emphasis 
on the latter. The manipulations which involve complicated fractional exponents belong to 
the later course, but some manipulations of forms involving the square root are important 
for the first year. The rationalization of fractions with binominal denominators and all 
radical expressions above the second order may well be deferred. 

The object and desirability of rationalizing an expression should be thoroughly under- 
stood by the student before he does the mechanical work. To ask the student to accept -\/'*j 
as a simpler form than -v / % is confusing if the student does not know the purpose for 
which one is simpler than the other. The distinction between a rational and an irrational 
number should be made clear. In particular, a rational number should be defined directbj 
(as a number which is equal either to an integer or to a fraction whose numerator and 
denominator are integers), and not negatively (as a number not involving radicals). Prob- 
lems from mensuration give a meaning to radicals. For example, diagonals of squares and 
cubes, altitudes and areas of equilateral triangles, etc., afford abundant applications of 
radicals of the second order and add interest and understanding to the subject. 

6. Solution of quadratics by completing the square and verification of the 
solution by substitution; simultaneous equations where one is linear and one 
quadratic, or quadratic systems of simpler forms such as 4x- — 3y-=l, 3x--)- 
4:y':=7, y^=:5x — 4, 2x--|-y"z=8; exercises and problems. 

6 d. The exercises and problems under this head are numerous, interesting and prac- 
tical and belong properly to the first year, as is made possible by the order of topics given 
in this outline. 

7. Tractions reduced to common denominators by factoring; addition and 
subtraction of fractions; multiplication and division of fractions; fractional 
equations with problems leading to the same; simultaneous fractional equations. 

7 d. The formal treatment of fractions is deferred until near the close of the first 
year in order to give place to the early treatment of quadratic equations and problems. This 



21 

change does not affect the unity of the subject, since no preceding work requires operations 
with fractions having literal denominators. 

As here used, the term "fractional equation" means an equation with the unknown 
appearing in the denominator. Fractional numerical coefficients should be used throughout 
the course. 

8. Proportion and variation, formal treatment; exercises and problems. 

8 d. While the language of variation may well be regarded as an antiquated form of 
expression for which the equation could better be substituted, yet wc must prepare for the 
applications to the sciences in which its use is conventional; for instance, in physics it is 
usual to say that force varies as acceleration, rather than that force is a constant times 
acceleration. Proportion and variation should come in the first course in order to prepare 
for the solution of a large class of problems which arise in the experience of the pupil. 

Topics to be Omitted from the First Year's Work 

Complicated factoring; complicated complex fractions; simultaneous equa- 
tions in more than three unknowns; binomial theorem; cube root, remainder 
theorem; imaginaries and extensive manipulations of radicals; difficult cases of 
simultaneous quadratics ; theory of exponents, theory of quadratics ; H. C. D. and 
L. C. M. by the method of continued division; inequalities; indeterminate equa- 
tions; difficult general solutions and discussions. 

Syllabus of a Second Course in Algebra. Half Year 

This is the final high school course for students who wish simply full prep- 
aration for college work and should not be given earlier than the third year of 
the course. 

Outline of Topics 

1. Eeview of fundamental operations; manipulation of signs; simple equa- 
tions; and simultaneous equations with graphs much more extensively used than 
in the first course. 

1 d. The review implies a more critical examination than that given in the first course. 
The exercises and problems should be similar to those used in the first course, but not the 
same ones. They should be more difficult and more technical. 

2. Statement of assumptions and demonstrations of theorems pertaining to 
fundamental operations. The effort should be to make broad assumptions which 
the pupil readily accepts, e. g. the commutative, distributive, and associative 
laws are to be assumed — not proved. 

2 d. While formal demonstrations of principles are, in general, out of place in the 
first course, it is highly desirable that some work of this nature should be included in the 
second course, especially as the study of geometry has intervened and the pupil should now 
come to see that argumentation is not limited to geometrical theorems, but is just as im- 
portant a part of algebraic work. 

3. The solution of quadratics by formula; theory of quadratics; graphic 
work on quadratics; simultaneous quadratics, which should include the special 
case reducible by elimination to the solution of quadratics ; exercises and problems. 

3 d. It should be made clear by the instructor that the solution of a pair of simul- 
taneous quadratics cannot, in general, be effected by quadratic methods and that only special 
cases are considered in this course. The graph can be made to serve a most important part 
at this point in interpreting geometrically the solutions. 



'22 

4. Formal treatment of factoring with the factor theorem; H. CD. and 
L. C. M. by the method of continued division; exercises; problems which involve 
factoring in the solution. 

4 d. A definition of prime factor as applied to algebraic expressions is essential to 
determine to what extent factoring should be carried, for example: Is x — y zz ( -. / x + -v/ y) 
( -v/ X — "v/ y) ^ legitimate case of factoring in this course? The factor theorem can be 
made to do valuable service in solving some higher degree equations. 

5. Complex fractions and fractional questions ; exercises and problems. 

5 d. The question of equivalent equations needs careful treatment in connection with 
clearing of fractions when there are literal denominators. 

6. Proofs of theorems on exponents and radicals: exercises on radicals; 
equations and problems involving radicals. 

6 d. Here as in the first course a rich field of applications m^iy be found for radicals 
and radical equations, and these give life and interest to the subject which no amount of 
mere manipulation can afford. 

7. Review and further applications of proportion and variation; binomial 
theorem; proof by mathematical induction for positive integral exponents; 
logarithms ; progressions. 

Many exercises and problems and much graphic work throughout the course 
to bring each topic close to its applications. 

7. Special attention should be given to applications of the topics enumerated under 
this head. For instance, simple problems from physics for variation and proportion and 
problems in interest and annuities for logarithms. 

General Remarks 

No matter how good the text-book, a teacher should study carefully the 
adaptation of problems to his class. Problems made by the teacher and given 
out by him in general lend life and enthusiasm to the class work. It is of first 
rate importance that the problems should appeal to the pupil as raising some ques- 
tion whose answer is worth while. In this connection all problems which require 
the pupil to exercise his common sense as to the legitimacy of the result are to be 
commended. This is especially true of problems involving interesting data, the 
facts concerning which may be known from other sources. 

In borrowing material from the sciences for problems, great care must be 
exercised lest we assume knowledge on the part of the pupil which he has assim- 
ilated. The borrowing should be from below rather than from above, or the em- 
phasis is thrown entirely away from the point involved. In the first course arith- 
metic should be an important source for problems. The usual problems of in- 
terest, percentage, and proportion can well be solved by algebra. This is also de- 
cidedly true of problems presented under the name of mental arithmetic. As there 
should be no sharp line of distinction between arithmetic and algebra, methods 
which have an algebraic bearing should not be discouraged in arithmetic. The 
main object in this connection is to develop the pupil by generalization and it 
should be regarded as a good indication of progress if he early tends toward 
algebraic methods rather than the more special methods of arithmetic. 

For the second course geometry and physics should offer a fruitful source 
for problems. In fact, problems of the lever and of uniform motion taken from 
{ihysicH may well be brought into the first year course, provided they are introduced 
by a oarpfnl grading uj) through a number of special numerical cases before a law 



23 

is stated. Literal equations should never be introduced except as a generalization 
after a series of special cases leading up to the generalized form. The formula 
is a most important feature of algebra, but it should come at the end of a well 
graded development and not as an abstract statement at the beginning. 

Many problems can well be made to depend upon a single formula such as 
s=Jgt'-)-at-(-b for uniformly accelerated motion. These problems may impose 
a large variety of conditions and lead to solutions for the various letters in- 
volved. Likewise, several problems may well be made to depend upon a single 
formula of geometry such as v=:^H (B-|-b-)--^/Bb) for the volume of a frustum 
of a cone. 

Definitions should be clear and unambiguous and be introduced just where 
needed in the development of the subject. For example, the word "transpose" 
if used at all in solving equations, should not be defined as ' ' the process of re- 
moving a term from one side of the equation to the other by changing its sign," 
which is entirely misleading. Again the word "cancel" if used at all, should be 
defined so as to indicate exactly the circumstances under which cancellation may 
take place, so as to avoid such ludicrous blunders as 

?« - 4 ?j£ + 3ft 

or 

3^ + 5 </i-^c 

It is quite as important to drill upon the things which can not be done as 
upon those which can properly be done. For example y/ &Jr\)=z^ Si-\-^\>. For this 
purpose nothing is so effective as the substitution of Arabic numerals for the 
letters. 

The notion of functionality and the use of the function symbol may doubt- 
less be introduced much earlier than is done at present. This has been advocated 
in a recent German report on elementary algebra. It is convenient in evaluating 
algebraic expressions. For example, if F (a. b)=a°-(-4ab — b^, to find the F (2,3), 
we have F (2, 3)=2^-f-4.2.3— 3^=4-f 24 — 9=19. The committee purposely make 
no recommendations on this and many other forms and methods of presentation, 
which teachers adopt, depending upon their own training, the quality of their 
pupils in particular classes and the time at their disposal. 

Respectfully submitted, 

H, L. EiETZ 
H. E. Slaught 
J. B. Meter 
Lewis Omer 
Chas. L. Manners 
Adopted at the conference November 20, 1908. 

3. ASTRONOMY. 

In addition to a knowledge of the descriptive matter in a good text-book, 
there must be some practical familiarity with the geography of the heavens, with 
the various celestial motions and with the positions of the conspicuous naked-eye 
heavenly bodies. 



24 

4. BOOKKEEPIXQ. 

The unit of work in bookkeeping for college entrance should consist of a 
working knowledge of both single and double entry bookkeei)ing for the usual 
lines of business. The student should be able to change his books from single tc 
double entry and from individual to proprietorship. At least one set of transac- 
tions should be kept by single entry and at least two sets by double entry in 
which the uses of the ordinary bookkeeping books and commercial papers should 
be involved. The student should be drilled in the making of profit and loss state- 
ments and of balance sheets and should be able to explain the meanings of the 
items involved in both kinds of instruments. The work should be done under the 
immediate supervision of a teacher and the student should devote at least ten 
periods of not less than forty minutes full time in class each week for one academic 
year. 

5. BOTANY. 

A familiar acquaintance with the general structure of plants and of the prin- 
cipal organs and their functions, derived to a considerable extent from a study 
of the objects, is required; also a general knowledge of the main groups of plants; 
and the ability to classify and name the more common species. Laboratory note- 
books and herbarium collections should be presented. 

Following is a syllabus for Botany reported to the Biology Section 
of the Conference in 1913 by Professor 0. W. Coldwell, chairman of 
a committee previously appointed, and adopted after some revision. 
The syllabus as revised is as follows : 

1. Previous work of the Com,mittee. 

In the report of the committee on biology to the University of Illinois High 
School conference in 1911, the purposes of high school biology were outlined. 
Upon the basis of these purposes there was made a general statement of the 
content of courses in botany and zoology. In the next year a more detailed 
syllabus on zoology was presented and the committee was instructed to prepare 
a syllabus in botany. 

The syllabus here presented is intentionally elastic in nature. The com- 
mittee does not regard it as advisable that strictly uniform courses in botany 
should be given in all high schools, but thinks that the purposes of the course 
should be fairly uniform, though these purposes may be realized in different ways. 

I. The general purposes of biology in high schools as previously outlined, 
are: 

1) The production and conservation of a vital interest in plants and animals. 

2) An appreciation of the human values of plants and animals. 

3) The encouragement of the habit of raising and solving problems con- 
cerning plants and animals. 

4) Some ability to use the library, the field, and the laboratory in indi- 
vidual pursuit of these interests. 

")) The ability to sustain interest in these problems through considerable 
periods. 



25 

6) A sense of organic response to the environing conditions. 

7) A conception of development and of the evolutionary series of plants 
and animals. 

8) Some knowledge of living material; its organization in plants and 
animals; its properties and the relation of these to the activities of the organism. 

9) Some experience in classification of organisms. 

10) A conception of the place of man in the biological series along with 
convictions that this does not invalidate, but rather heightens, the meaning of 
the higher human qvialities. 

11) A sane, wholesome appreciation of the origin and meaning of sex, and 
its bearing on human life. 

II. In addition to the above purposes botany should also present: 

1) The problems of food manufacture by plants, as a basis for understand- 
ing the world's food problems — of plants, animals and men. This study of 
chlorophyll plants, leads to the food problem of non-chlorophyll plants, to 
animals, and to men. This leads to the study of types of dependency — saprophy- 
tism and parasitism. Decay and destruction of organic bodies are associated 
with the study of dependence. 

2) Plant structures and processes are important not only in the life of 
plants, but also in the industries and vocations. Problems of successful plant life, 
and of plant productivity, and avoidance of plant diseases, etc., are topics of 
constant recurrence in agriculture, horticulture and gardening. Food supply, pre- 
vention of decay, the bacteria of hygiene, etc., are fundamental to household 
science. The fiber and timber industries depend upon structures by means of 
which plants do their work. 

III. The following topics and approximate time distribution must be understood 
as suggestive, since it will often be advisable for the teacher to change the order 
of topics, omit or add topics, or change the relative time given to topics. No 
distinction is made in this outline between recitation periods and laboratory 
periods. It is assumed that a full year will be given to the whole course, or if 
but a half year, that part of the topics will be selected for use and less work be 
given to some of the topics selected. The arable numbers in parentheses sug- 
gest the number of days given to the topic. 

Topic 1. Plants as universal features of the earth's surface. (1 or 2). 

A brief introductory consideration of the place of plants in nature as 
ordinarily observed, and of the constant daily use of plant materials. Discus- 
sion and preparation of lists to show abundance and use of plants. 
Topic 2. The plant as a machine. (2 or S). 

A general survey of what a common plant is — roots, stem, leaves, flowers 
and seeds — , and a general idea of the kind of work done by each of these major 
divisions of a plant. Not a study of details but a unified study which gives per- 
spective and later serves to organize the study of details. Presented by dis- 
cussion, or by reading a general outline statement. 
Topics 3. Leaves (10 to 14). 

Experimentation upon the relation of leaves to food manufacture; the 
nature of chlorophyll; transpiration of water from the leaf; structure of leaves; 



26 

form and position of leaves; relation to lighting; deposit of food in leaves; 
deciduous and evergreen plants; leaves in bulbs, as tendrils and spines; propa- 
gation by leaves. 
Topic 4. Boots (6 to 8). 

Relation of roots to VFork of plants; roothairs; nature, extent and growth 
habits of roots; effects upon substratum; nature, direction and extent in wet, 
dry, and mesophytic regions; effects of different kinds of soils upon roots; 
symbiosis between roots and fungi, and bacteria; storage of food; annuals, 
biennials and perennials; uses for men and animals; propagation by roots. 
Topic 5. Stems (10 to 12). 

Relation of stem to chlorophyll work; kinds of stems — upright, prostrate, 
climbing and underground; structure; food storage; propagation by stems; 
roots, stems and leaves in relation to formation and holding of soils; stem, 
fiber and timber industries; a lumber yard; geography of forests; practice of 
forestry. 

Topic 6. Floivers (6 to 8). 

Relation to life of plant; organ of seed formation; parts and their names; 
processes of seed formation; pollination defined; variation in floral structure; 
acquaintance with a score of common plants by means of flowers, leaves and 
stems. 

Topic 7. Seeds and Fruits. (4 to 5). 

Collection of seeds and fruits; overproduction shown by calculation upon 
data collected from local plants; consequent struggle for existence; how seeds 
are scattered; seed preservation; storage of food in seeds; significance to plants 
and to man; fruits in relation to seeds; in relation to horticulture and agriculture; 
important seeds and fruits of different countries; improvement of seeds and 
fruits. 

Topie 8. Seedlings. (5 to 6). 

Relation to adult plant; phenomena of germination; conditions of germin- 
ation; vitality of seeds; seed testing; purity of seeds. 
Topic 9, Weeds. (S or 4). 

Weeds as illustration of struggle for existence; characteristic of successful 
weeds; acquaintance with a score of common weeds; weeds and crops; relation to 
reduction of value of seeds and crops; how to eradicate weeds; the ecology 
of weeds. 

Topic 10. Dependent Plants. (3 or 4). 

Dependency in relation to chlorophyll work; in relation to water supply; 
dependency for position as in climbing plants; decay of organic substances 
through action of saprophytes — molds, mushrooms, seed plants; parasitic de- 
pendents — tree-destroying fungi, corn smut, apple rust; dependent plants as 
causes of disease and decay, and importance of decay. 
Topic 11. The Bacteria. (5 to 7). 

Culture experiments showing distribution and growth of common forms; 
relation to decay and disease; relation to soils; to industries; how disease 



27 

bacteria are distributed; milk and water supply; one or two common diseases 
discussed in detail; local health regulations; their rationale and execution. 
Topic 12, Plants and Soils. (4 or 5). 

Different kinds of soils; kind of plants which grow on different soils; 
vigor of one species when grown on different soils; water retention of soils; 
drainage; erosion of soils; soil replenishment. 
Topic 13. Pollination. (3 or 4). 

Eolation to seed formation; kinds of pollination; agencies — air and animals; 
study of types of common plants and text discussions; relation to breeding 
problems. 
Topic 14. Plant Breeding. (8 to 10). 

Pollination as basis for practice ; problems involved ; records of experi- 
ments; lines of promising experimentation; methods practiced; individual ex- 
periments which may be carried out. 
Topic 15. Important Plant Families. (5 or 6). 

General acquaintance with characteristics and importance of a few leading 
families; in the monocotyledons — the grasses, lilies and orchids; in the dicoty- 
ledons — the tree families, roses, legume, umbellifer, heath, mint, nightshade, and 
composite; these studied by the use of common specimens, text discussions and 
bulletins showing their significance. 
Topic 16. Eegional Distribution of Plants. (4 or 5). 

An ecological consideration; the factors of physiographic distribution; hydro- 
phytes, mesophytes and zerophytes; characteristic structures of plants of each 
type; acquaintance and interpretation of local situations. 
Topic 17. Algae. (2 to 4). 

General ideas of simple green plants, their nutrition and reproduction; one 
or two type specimens studied and text and class discussion of three or four 
types; general exhibition of marine and fresh water algae. 
Topic 18. Fungi. (8 to 10). 

The fungi already mentioned; mushrooms as types — structure, life habits, 
effects upon substratum; molds, review bacteria; type parasitic forms studied in 
detail from material, text and bulletins — as potato blight, grape mildew, wheat 
rust, etc., these used as basis for individual reports and class dicussions. Lichens 
are treated briefly in connection with the fungi; structure and inter-relations of 
two elements ; distribution of lichens ; effects upon substratum. 
Topic 19. Liverworts and Mosses. (3 or 4). 

General study of form, and habit of one or two thallus liverworts. Struc- 
ture of a common moss; life cycle; nutrition and reproduction; life habits of 
mosses. 

Topic 20. Ferns. (5 to 8). 

Structure; life cycle; nutrition and reproduction; acquaintance with ten 
or twelve common ferns; this secured through field or laboratory study. 
Topic 21. Ch/mnosperms. (6 or 8). 

Pine as type; general structure of parts; how pine lives; reproduction — 
relation of flowers to those previously studied; the seed and its significance to the 



28 

plant; tree as factor in industry; distribution of gymnosperm forests; acquaint- 
ance with local representatives. 
Topic 22. Angiosperms. (15 to 20). 

Review previous work; monocotyledons and dicotyledons, studied by types 
of each; acquaintance with fifty local angiosperm plants through field observa- 
tion and laboratory study; including enough identification to give method of 
work. 

When a half-year course is presented it is suggested that the following topics 
be presented by very brief mention and the remaining topics presented in a less 
extended manner than in a full year course; 10, 12, 16, 17, 18, 19, 20, 21. 

The report was accepted, and it was voted that it be considered during the 
next year, and brought up for final action at the next conference. 

6. BUSINESS LAW. 

The amount of business law which is accepted is indicated by the ground cov- 
ered in any of the ordinary text-books on the subject, such as Spencer's Elements 
of Commercial Law, Burdick 's Business Law, and "WTiite 's Elements of Com- 
mercial Law. 

7. CHEMISTRY. 

The instruction must include both text-book and laboratory work. The work 
should be so arranged that at least one-half of the time shall be given to the 
laboratory. The course as it is given in the best high schools in one year will 
satisfy the requirements of the University for the one unit for admission. The 
laboratory notes, bearing the teacher's indorsement, must be presented as evi- 
dence of the actual laboratory work accomplished. Candidates for admission 
may be required to demonstrate their ability by laboratory tests. 

Following is a revised copy of an ' ' Outline of Experimental Work 
in Chemistry" as reported to the High School Conference November 
24, 1911 : 

1. Physical and Chemical Changes. 

The experiments suggested in any of the manuals in the reference list, or in 
the text used. 

2. The Production of Chemical Changes. 

a. Heat. Heat sugar in an evaporating dish. 

b. Electricity. Electro-plating with copper. (Instructor) 

c. Light. Expose blue print paper to light. 

d. Trituration. Rub together mercury and iodine in a mortar. 

e. Solution. (1) Mix baking soda and tartaric acid, both dry. 

(2) Dissolve baking soda and tartaric acid separately in water 
and then mix the solutions, 

3. Mixture and Compounds, ' 



29 

4. Oxygen. 

a. Preparation of oxygen. 

(1) By heating mercuric oxide. 

(2) By heating mixture of potassium chlorate and manganese dioxide. 

b. Properties of oxygen. 

Color, taste, smell, 
e. Chemical behavior. 

(1) At ordinary temperature on charcoal, sulphur and phosphorus. 

(2) At higher temperature on charcoal, sulphur, phosphorus, iron wire 
or watch spring. 

(3) Oxidation of all types. 

(4) Combustion. 

(5) Role of oxygen in life. 

(6) Ozone. 

d. Weight of a liter of oxygen. (Instructor) 

e. Chemical Equations "begun". 

5. Hydrogen. 

a. Preparation of hydrogen. 

(1) By electrolysis (Instructor) 

(2) By action of sodium on water. 

(3) By action of zinc and iron on dilute hydrochloric and sulphuric 

acids. 

(4) By action of zinc and iron on acetic acid. (Instructor) 

b. Properties. 

(1) Color, odor, taste. 

(2) Weight as compared with air. Leave bottle of hydrogen un- 

covered. Pour hydrogen upward from one vessel to an- 
other. (Fill soap bubbles or small toy balloons with hydro- 
gen.) (Instructor) 

(3) Diffusion. Occlusion. 

c. Kinetic theory of gases reviewed and extended. 

d. Chemical behavior. 

Burning of hydrogen ; heat of flame ; color of flame. 

6. Water. 

a. Occurrence of water in wood. 

b. Hydrates. 

(1) Heat crystals of copper sulphate; when white, treat with drop 

of water— Taste? Solubility? 

(2) Heat alum on iron plate as in (1). 

(3) (a) Treat washing soda crystals as in (1) 

(b) Exhibit and interpret crystals of various substances that 
are partially dehydrated. (Instructor) 

e. Efflorescence of sodium sulphate, 
d. Deliquescence of calcium chloride. 



30 

e. Vapor tension reviewed or taught and then expanded to include gases, 

liquids, and solids. 

f. Vapor tension of gum camphor and moth balls used in explaining their 

uses. 

g. Decomposition of water by electric current. Reviewed. See VL. (1) 
h. Displacement of hydrogen from water by iron. 

"■i. Synthesis of water by means of eudiometer. (Instructor) 
j. Synthesis of water by means of hydrogen and copper oxide. (Instructor) 
k. Distillation of water. (Instructor) 
1. Simple tests for impurities in water. 

(1) Organic matter. 

(2) Chlorides. 

(3) Carbonates and bicarbonates. 

(4) Calcium compounds. 

(5) Sulphates. 

m. The treating of water for industrial, sanitary, domestic, etc., purposes, 
n. Solutions. 

(1) Molecular theory t of solutions. 

Kinetic theory further extended. 
(2) Physical equilibria tt of the gaseous liquid and solid states of 
a substance. 

7. Chlorine. 

a. Preparation. 

(1) Making chlorine by means of hydrochloric acid and manganese 
dioxide. 

b. Properties of chlorine. 

c. Chemical behavior of chlorine. 

d. Bleaching. Commercial uses of bleaching. Commercial manufacture of 

bleaching powder. 

e. Commercial manufacture of chlorine by the Deacon process. Liquid 

chlorine. Catalytic Actions. Action of Manganese Dioxide 
and Potassium Chlorate Reviewed. Action of Powdered Glass 
or Sand KCIO,. 

f. (1) Dry steam and chlorine when heated yield hydrochloric acid and 

oxygen, thus 2C1 plus HjO equals 2HC1 plus O. 
(2) Hat gaseous 2HC1 and oxygen yield water and chlorine thus: 
2HC1 plus O equals HjO plus CI. 
(1) and (2) are reversible reactions. 

g. Chemical equilibrium developed. 



'Indicates option. 

tSee especially "General Chemistry" by Alexander Smith; Chaps. IX & X. 
ttOeneral Chemistry by Alexander Smith, pp. 115 to 127; also McParland's Principles 
of Chemistry, pp. 144-154, and Richard's Industrial Water Analysis Notes for Engineers. 



31 

8. Hydrochloric Acid. 

a. Preparation of hydrochloric acid from sodium chloride and sulphuric acid. 

b. Properties of hydrochloric acid. 

c. Chemical behavior of hydrochloric acid. 

d. Commercial manufacture of hydrochloric acid. 

*9. Fluorine. 
*10. Hydrofluoric Acid. 

a. Preparation from calcuim fluoride. Properties. 

b. Etching of glass. 

*11. Bromine. 

Preparation from potassium bromide. 
Study of properties. 

*12. Hydrobromic Acid. 

Action of sulphuric acid on potassium bromide. 

*13. Iodine. 

a. Preparation from potassium iodide. 

b. Properties. 

Solubility in water, alcohol, potassium iodide solution and carbon 
disulphide. 

c. Tinctures. Manufacture and use. 

d. Effect on starch paste. 

e. Displacement of iodine from potassium iodide by means of chlorine and 

bromine. 

*14. Hydriodic Acid. 

Action of sulphuric acid on potassium iodide. 

15. Acids Bases and Salts. Ionization. 
Effects of ionogens upon the boiling point and freezing point. Upon 
osmotic pressure. Molecular weight. Use of theory in calculations. 
Modern methods of making water analyses. 

a. Test distilled water: (1) as to taste, (2) action on litmus, (3) conduc- 

tivity. 

b. Eepeat 1, 2, 3 of a, using solution of sodium hydroxid (Caustic soda). 

Try its solution effect on solution of ferric chlorid. A substance which 
in solution has such action is called a BASE. 

c. Repeat 1, 2, 3 of a, using solution of hydrogen chlorid (Hydrochloric 

acid). Try its action on baking soda. A substance whose solution 
gives such effects is an ACID. 

d. To 5cc. sodium hydroxid solution add hydrochloric acid drop by drop 

with constant stirring till a strip of litmus suspended in the solution 
is just violet in color. Evaporate to dryness, moisten with water and 
dry again. Repeat b and c using solution of this solid. Such a sub- 
stance is a SALT and the process by which it is obtained is NEU- 
TRALIZATION. 



32 

16. Valence. 

17. Knowleilge of Chemical Equations extended. ^ 

18. Neutralization. 

19. Law of Definite Proportions. 

20. Law of Multiple Proportions. 
21 Law of equivalent proportions. 

22. Avogadros Hypothesis. 

23. The Atmosphere. 

a. Proportion of oxygen and nitrogen by the phosphorus method. 

b. Proportion of O and N by the pyrogallie acid method. 

c. Presence of water vapor by means of calcium chloride. 

d. Presence of carbon dioxide by means of lime water. Ventilation. Re- 

cent researches on effect of COj. 

e. Weight of liter of air. (Instructor) 

f. Dust in the air. 

g. Atmospheric pressure. 
h. Humidity and health. 

i. Biology and physiography of the air, touching especially c, d, f, and h. 
*j. The rare elements of the atmosphere. Argon, helium. 

For several good experiments, see various H. S. manuals in Physiography, 
krypton, neon, xenon, 
k. Liquid Air, Low temperatures. Commercial preparation of liquid oxygen. 
1. Study of the element, nitrogen. 

24. Ammonia. 

a. Preparation of ammonia: — 

By means of ammonia chloride and calcium hydroxide. 

b. Properties. 

c. Chemical behavior: 

d. Artificial refrigeration. 

(1) Freeze water surrounding a test tube containing ether which is 

vaporized by pumping through the same a stream of air by 
means of a bicycle pump. 
Effects of the reduction of pressure upon a gas reviewed and 
expanded. Critical temperature and pressure. 

(2) Evaporate ether in a watch glass immersed in water by placing 

same under receiver of an air pump and exhausting the air. 

25. Nitric Acid. 

a. Preparation of nitric acid from sodium nitrate. 

b. Chemical behavior of nitric acid. 

c. Solubility of nitrates. 

d. Reduction of nitric acid by means of nascent hydrogen and formation 

of ammonia. 

e. The manufacture of nitric acid and nitrates by means of electricity. 



33 

26. Nitrification. 
Soil bacteria. Commercial methods in use. 

27. Oxides of Nitrogen. 
*a. (1.) Preparation of nitrous oxide ammonuium nitrate. Properties of 
nitrous oxide. (Instructor) 
(2). The production of anaesthesia. Modern methods in use in surgery 
and dentistry, 
b: Preparation of nitric oxides by means of copper and nitric acid. Prop- 
erties of nitric oxide, 
c. (1.) Preparation of nitrogen peroxide from nitric oxide by contact with 
air. 
(2.) Formation of NO™ from NO by contact with the air at ordinary 
temperatures. The formation of N^jOj from NO, at lower tem- 
peratures. Conditions of dissociation. Equilibrium equations. 

28. Phosphorus. 

a. Examination and comparison of waxy phosphorus and red phosphorus. 

b. Action of phosphorus and iodine. 

c. Preparation of phosphine. (Instructor) 

29. Arsenic. 

a. Examination of the element. Examination of arsenic trioxide. 

Reduction of arsenic trioxide. 

b. Preparation of arsine and decomposition by heat. 

Marsh's test for arsenic. 

c. Insecticides and fungicides. 

*30. Antimony. 

a. Properties. 

b. Preparation of stibing. Comparison with arsine. 

*31. Bismuth, 
a. Properties. 
34. Periodic Grouping Discussed. See references under Periodic Law. 

32. Sulphur. 

a. Properties. 

(1) Examinations of roll sulphur. 

(2) Preparation and examination of amorphous sulphur by distillation 

of sulphur and condensing in a beaker of cold water. 

(3) Preparation and examination of monoclinic sulphur by cooling 

molten sulphur in a crucible. 

(4) Preparation and examination of rhombic crystals of sulphur by 

decomposition from carbon disulphide solution. (Instructor) 

b. Chemical behavior of sulphur. Action of heated sulphur upon iron filings 

and copper foil. Formation of sulphur dioxide by burning. 



34 

33. Hydrogen Sulphide. 

a. Preparation from ferrous sulphide. 

b. Properties: Solubility in water, combustion. Use of hydrogen sulphide 

as a precipitant of metals from solution. 

34. Sulphur Dioxide. 
a. Preparation. 

(1) By burning sulphur. 

(2) By action of copper upon sulphuric acid. (Instructor) 

(3) By action of sulphuric acid upon sodium sulphite. 
Properties: Color, odor, solubility in water, action of solution toward 

litmus, bleaching power. 

•35 Sulphur Trioxide. 

Preparation by passing sulphur dioxide and air over platinized asbestos. 
(Instructor.) 

36. Sulphuric Acid. 

a. Preparation from sulphur trioxide. (Instructor) 
•b. Preparation by lead chamber process. (Instructor) 

c. Commercial manufacture of sulphuric acid by the contact process. 

Catalytic action reviewed and expanded. 

d. Properties of sulphuric acid. 

*37. Additional Theory. 

a. Molecular masses. 

(1) Vapor density methods. 

(2) Osmotic pressure methods. 

(3) Boiling point and freezing point methods. 

b. Atomic masses. 

(1) Exact atomic masses. 

(2) Law of Dulong and Petit. 

(3) Determination of formula of a compound. 

c. Laws of Simple and multiple Volumes. 

d. Thermochemistry. 

(1) Law of Dulong and Petit reviewed. 

(2) Definition of units. 

(3) Heat of formation. 

(4) Heat of reaction. 

(5) Typical exothermic and endothermie reactions. 

38, Carbon. 

a. Use of charcoal or boneblack as filters. 

b. Action of oxygen upon heated carbon; showing the formation of carbon 

dioxide by its action on lime water. 

c. Reduction of copper oxide by means of charcoal. 



35 

39. Carbon Dioxide. 

a. Show presence of carbon dioxide in breath by means of lime water. 

b. Liberation of carbon dioxide from carbonates by means of acids. 

c. Properties of carbon dioxide: 

Color, odor, taste, weight as compared with air, effect upon flame or 
spark, action of carbon dioxide upon caustic potash or lime water. 
Show how presence of carbon dioxide in water causes calcium car- 
bonate to dissolve. 

d. Decomposition of carbon dioxide by burning magensium. 

e. Oxidation of powdered charcoal by means of potassium nitrate. 

40. Carbon Monoxide. 

a. Preparation of carbon monoxide from oxalic acid. 

b. Properties: Burning carbon monoxide. Eeduction of copper oxide by 

carbon monoxide. 

44. Additional Compounds of Carbon. 

a. Acetylene, etc. 

b. Soaps. 

c. Alcohols. 

41. Study of Flames. 

a. Flame produced by jet of illuminating gas in atmosphere of air or oxygen. 

(Flame produced by jet of oxygen in atmosphere of illuminating gas. 
Instructor) 

b. Kindling temperature of gases. (Instructor) 

(1) Try lighting gas by means of hot wire estimating kindling tem- 

perature by shade of wire which will ignite flame. 

(2) Cooling effect of wire gauze on burning gas. 
Application to safety lamp. 

c. Structure of flame. Eeduction of oxides and oxidation of metals by 
means of blow pipe. 

*42. Boron. 

Preparation of boric acid from borax. Flame test. Borax beads. 

43. Silicon. 

a. Preparation of silicic acid. Water glass. 

b. The manufacture of glass. The kinds of glass. 

c. The manufacture of carborundum. 

*44. Lithium. 

45. Sodium. 

a. Examination of piece of sodium, action of air upon it, action of sodium 

upon water reviewed. 

b. Electrolytic preparation of sodiimi hydroxide. 



36 

c. The commercial manufacture of sodium carbonate and sodium bi-car- 

bonate. Uses in the arts and in daily life. 

d. Sodium in agriculture. 

e. Sodium amalgam. 

46. Potassium. 

a. Examination of piece of potassium ; action of air upon it ; action of po- 

tassium upon water. (Instructor.) 

b. Extraction of potassium carbonate from wood ashes. 

c. Manufacture of potassium hydroxide from potassium carbonate. 

d. Potassium in the industries and in daily life. 

e. The m;inufaeture of fertilizers by electrical methods. 

47. Ammonium. 

a. Preparation of ammonium amalgam from sodium amalgam and am- 
monium chloride. 

b. Theories of classification of ammonium based upon experimental evi- 

dence in (a) and in references cited. 

48. Test for Alkali Metals. 

a. Action of alkalies on ammonium salts reviewed. 

b. Detection of members af alkali group by means of flame tests. 

49. The Periodic Law. Study of Curves. Their Significance. Recent Investigations. 
Eeferences: Newth's Inorganic Chemistry; Alex Smith's General Chemistry; 
Eemsen's College Chemistry; Hessler & Smith's Essentials of 
Chemistry ; Dobbin & Walker 's Chemical Theory ; Venable 's 
Rise and Development of the Periodic Law; Mendelejelf "s 
Principles of Chemistry; Science — June 29, 1900, July 6, 
1900, Nov. 10, 1911. 

50. Calcium Group. 

a. Preparation of calcium chloride from limestone. 

b. Preparation of lime from limestone. 

e. Slaking lime — manufacture of lime water; use of lime water to detect 
carbon dioxide. 

d. Manufacture of Plaster of Paris from Gypsum ; uses of Plaster of Paris. 

e. Preparation of Calcium Carbide. 

f. Cements. The cement industry. Mortar. 

g. Test for calcium by formation of calcium oxalate in solutions, 
h. Flame reactions of barium, strontium and calcium. 

i. Comparison of the elements of the calcium group and their compounds. 

51. Magnesium. 

a. Examination of magnesium. 

b. Burning of magnesium. 

c. Citrate of magnesium. Uses. 



87 

d. Commercial uses illustrated in face powder, pipe covering, electric fusee, 

etc. 

e. Test of magnesium. 

f. Preparation of compounds of magnesium from magnesite. 

52. Zinc. 

a. Examination of zinc. 

b. Action under blow pipe, 
e. Study of paints. 

d. Action with acids reviewed. 

e. The formation of zincates. Explained by ionic theory. 

53. Copper. 

a. Examination of copper. 

b. Action with acids. 

c. The preparation of copper nitrate. 

d. Displacement of copper from its compounds by zinc and iron. 

e. Precipitation of copper sulphide by means of hydrogen sulphide. 

f. The refining of copper by electrolytic deposition. 

g. Oxidized copper. 
h. Alloys. 

i. Hydrates. 

j. Flame tests. 

k. Cuprous compounds, 

1. Insecticides and fungicides. 

54. Mercury. 

a. Examination of mercury. 

b. Action with acids. 

c. Mercurous and mercuric compounds. 

d. Amalgams. Use in electrical work. 

e. Preparation of Nessler's solution by the student. Uses. 

55. Silver. 

a. Examination of silver. 

b. Preparation of silver nitrate from a ten cent piece. 

c. Formation of silver chloride in solution. Action of light upon halogen 

compounds of silver. Photography. 

d. Eeduction of silver chloride by means of zinc and dilute sulphuric acid. 

e. Action of silver under blow pipe. 

f. Common industrial processes for the preparation of silver. 

56. Aluminum. 

a. Study of aluminum. 

b. Action with acids and alkalies. 

c. Precipitation of aluminum hydroxide. Sodium aluminate. 



38 

d. Testing of alums for ammonium and potassium. 

e. Make alum from clay. 

f. Mordants and lakes. Dyeing. 

g. Electrolytic preparation of aluminum, 
h. The ceramic industries. 

1. Domestic uses of the metal. 

j. The glass industry reviewed and additional processes studied. 

k. Ceramics. 

57. Lead. 

a. Examination of lead. 

b. Action with acids. 

c. Action under blow pipe. 

d. Action of nitric acid on red lead (minium). Action of red lead under 

blow pipe. 

e. A comparative study of the oxides of lead. 

f. A study of the carbonate in paints. 

g. Ionic studies of lead. 

(1) In storage batteries. 

(2) Action of water on lead pipes. Pitting of boilers. 

(3) Electrolytic action on pipes. 
h. Optional. The paint industry. 

58. Tin. 

a. Examination of tin. 

b. Action with acids. 

c. Eeduction of mercuric chloride by stannous chloride. 

d. Tin salts as mordants. Lakes. 

59, Iron. 

a. Examination of iron. 

b. Action of iron with acids. 

c. Change of ferrous compounds to ferric compounds and conversely. 

d. Commercial methods of preventing corrosion. Bower's Barff process. 

e. The industrial preparation of iron. Vanadium steel. Tungsten steel. 

*60 Manganese, 
Eeduction of potassium permanganate by means of ferrous sulphate. 

*61. Chromium. 

a. Action of acids on chromates and alkalies on dichromates, 

b. U.se of chromium compounds in dyeing. 

c. Pigments. 

*62. Gold. 

a. Properties of gold. 

b. Action with acids. Solution in aqua regia. 

c. Test for gold. Reduction with stannous chloride and formation of purple 

of Cassius. 

NOTR. — For Household Chemistry the teacher is referred to University Bulletin No. 24 
(Feb. 9. 1914). 



39 
8. CIVICS. 

Such an amount of study of the American Government, its history and in- 
terpretation, as is indicated by any of the usual high-school text-books on civil 
government, is regarded as sufficient for one term. The work may advantage- 
ously be combined with the elements of political economy. 

9. COMMERCIAL GEOGRAPHY. 

The amount and character of the work accepted in this subject is indicated 
by the scope of such books as Eedway's Commercial Geography, Adam's smaller 
book on the same subject, the text-books of Brigham, or Eobinson, or Trotter's 
work. 

10. DOMESTIC SCIENCE. 

(a) An equivalent of 180 hours of prepared work with at least two recitation 
periods a week in foods, (b) An equivalent of 180 hours of prepared work with 
at least one recitation period a week in clothing, (c) An equivalent of 180 hours 
of prepared work with at least two recitation periods a week on the home. (Two 
periods of laboratory work are considered equivalent to one period of prepared 
work.) Of the foregoing, (a) will be accepted as a unit's work; or two half 
units from (a) and (b), or (a) and (c), or (b) and (c) will be accepted as a 
unit's work. The work is to be done by trained teachers with individual equip- 
ment, as determined by inspection. 

For a more detailed outline of courses see Syllabus of Domestic Science and 
Domestic Art for the High Schools of Illinois (University Bulletin No. 24, Feb. 
1914). This is the syllabus revised and adopted by the Domestic Science Section 
of the High School Conference November, 1910, and is the approved basis for 
accrediting high school work in this department. 

11. DRAWING. 

Free-hand or mechanical drawing, or both. Plates or drawing 
books must be presented where entrance is on examination. The num- 
ber of credits allowed depends on the quantity and quality of work 
done. 

Following is a course in outline for free-hand drawing as ap- 
proved by the Manual Arts Section of the High School Conference, 
November, 1910: 

Basis for credit — 1 Unit — 240 Hours. 

Approximately one-third of the time should be given to representative draw- 
ing and two-thirds to decorative composition, design, constructive design and 
crafts work. 

First Year 
1. Pictorial — • 

Plant Study — Flowers, sprays of leaves, seed pods, etc., in full values of 

light, shade and color. 
Object Study — Furniture, interiors, etc. Perspective, scientific apparatus, 

vase forms, common objects. 
Mediums — Pencil, charcoal, colored crayons, water color, pen and ink. 



40 

2. Decorative Composition — Two values. 

Plant forms, object study. 

Plant analysis (for purposes of design.) 

Mediums — Pencil, brush, ink, charcoal. 

3. Design — (Space divisions, conventionalized plant forms.) 

Decorative units, borders, surfaces, illustrating balance and rhythm. 
Arrangements of straight lines (tile designs). 

Collection of insect and plant forms to be used as motives for design. 
Mediums — Pencil, brush, ink, water color, charcoal. 

4. Constructive Design — 

Designs for tiles, candlesticks, tea caddies, nut bowls. 
Decorations inlaid and incised. 

5. Craft- 

Pottery, to be finished in biscuit or glaze. 

6. Lecture Course — 

Utility — Practical talks on the fitness for service and beauty of decoration 
in the common objects for home use. Streets attractive and ugly. 

Beauty — Study of Greek life — spirit of the people — vase forms, their pro- 
portion and decoration. 

Second Year 

1. Pictorial — 

Plant Study — Still life — Landscape — Pose — Scientific Apparatus. 
Mediums — Pencil, charcoal, brush and ink, colored crayons, water color. 

2. Decorative ComiJosition — Three values. 

Plant Study — Landscape — Pose — Scientific Apparatus, used for decorative 

effects in covers, etc. 
Plant analysis — (For purposes of design.) 

3. Design — (Conventionalized plant forms.) 

Intensity scales. 
Color balance. 

Decorative arrangements for wall papers, etc. 

Conjugated arrangements of lines, straight and curved, in borders, cor- 
ners, surfaces, repeats. 
Color schemes for interior decoration. 
Lettering and illuminating. 

4. Constructive Design — 

Designs for mats, card cases, pocket books, book covers, large table or 
lamp mats. 

5. Craft- 

Embossed leather, ooze leather, colored. 
Mediums — Oil colors and gasoline, Easy dye. 

6. Lecture Course — 

Utility and beauty: Interior decoration, wall decoration and spacing. 
ArraTigement of furniture for center of interest and harmony of effect. 
History: Historic Ornament, Egyptian, Greek, Koman, Moorish, Byzantine, 
Gothic, Renaissance. 



41 

1. Pictorial— Thied Yeab 

Plant study — Cast drawing in three tones — Still life — (Reference to Col- 
lege requirements.) 
Post drawing — Landscape. 
Mediums — Pencil, water color, charcoal. 

2. Decorative Composition — 

Plant forms — Pose — Landscape. 
Mediums — Ink, water color, charcoal. 

3. Design — 

Accidental confusion of colors brought into harmony. 

Study of Japanese prints. 

Schemes of color for interior decoration. 

Plans for a school park or play ground. 

4. Constructive Design — 

Designs for a belt buckle, watch fob, ink pot, lantern. 

5. Craft— 

Copi)er, etched or decorated with enameling. 

6. Lecture Course — 

Utility and beauty; Discussion of landscape and civic architecture of the 

immediate neighborhood. 
History: History of Painting; Italian, Spanish, Dutch, Flemish. 

1. Pictorial— Fourth Year 

Antique casts — Composition from famous masters. 
Pose Drawing — Landscape. 
Mediums — Water color, charcoal. 

2. Decorative Composition — 

Landscape. 

Mediums — Water color, charcoal. 
.3. Design — 

Color harmony by interchange. 

Colors of semi-precious stones and their use in design. 

Eythmic measures and proportions in Architecture. 

Planning of the rooms of a house with samples of curtains, carpets, wall 

papers if possible. 
Medium — Designers' Colors, pencil, pen and ink, water colors. 

4. Constructive Design — 

Designs for scarf pins, rings, cuff links, etc. 

5. Craft- 

Silver with simple pierced decorations and semi-precious stones. 

6. Lecture Course — 

Utility and Beauty: Handicrafts of the present century. 
History: History of Painting; German, French, English and American. 
Ethics: Imitation in furniture, etc. What principles are involved in the 
present craftsman movement. 

Note. — Instrumental drawing to be given as needed to meet requirements of practical 
designing and construction. Book binding, furniture construction, wood block printing 
(decorative composition in landscape, figure study, plant study, etc.) may be substituted 
for one year of any craft. Stenciling to be given in connection with design if there is 
suificient time. 



42 



12. ECONOMICS. 

The principles of economics, with economic history, as given in any good 
elementary text-book. 

13. ENGLISH COMPOSITION AND RHETORIC. 

Correct spelling, capitalization, punctuation, paragraphing, idiom, and defini- 
tion; the elements of rhetoric. The candidate will be required to write two para- 
graphs of about one hundred fifty words each to test his ability to use the English 
language. This work counts for one unit. 

14. ENGLISH LITERATURE. 

(a) Each candidate is expected to have read certain assigned literary mas- 
terpieces, and will be subjected to such an examination as will determine whether 
or not he has done so. With a view to a large freedom of choice, the books pro- 
vided for reading are arranged in the following groups, from which at least ten 
units are to be selected, two from each group. Each unit is here set off by semi- 
colons. 

I. The Old Testament, comprising at least the chief narrative episodes in 
Genesis, Exodus, Joshua, Judges, Samuel, Kings, and Daniel, together with the 
books of Euth and Esther; the Iliad, with the omission, if desired, of Books 
XI, XIII, XIV, XV, XVII, XXI; the Odyssey, with the omission, if desired, 
of Books I, II, III, IV, XV, XVI, XVII; Virgil's Aeneid. The lUiad, the 
Odyssey, and the Aeneid should be read in English translations of recognized 
literary excellence. 

For any unit of this group a unit from any other group may be substituted. 

II. Shakespeare's Merchant of Venic«; Midsummer Mght's Dream; As 
You Like It; Twelfth Night; Henry the Fifth; Julius Caesar. 

III. Defoe's Robinson Crusoe, Part I; Goldsmith's Vicar of Wakefield; 
Scott's Ivanhoe or Quentin Durward; Hawthorne's House of Seven Gables; 
Dickens' David Copperfield or Tale of Two Cities; Thackeray's Henry Esmond; 
Mrs. Gaskell's Cranford; George Eliot's Silas Marner; Stevenson's Treasure 
Island. 

IV. Bunyan 's Pilgrim 's Progress, Part I ; The Sir Roger de Coverley 
Papers in the Spectator; Franklin's Autobiography (condensed); Irving 's Sketch 
Book; Macaulay's Essays on Lord Clive and Warren Hastings; Thackeray's 
English Humorists; selections from Lincoln, including the two Inaugurals, the 
Speeches in Independence Hall and at Gettysburg, the Last Public Address, and 
the Letter to Horace Greeley, with a brief memoir or estimate; Parkman's Ore 
gon Trail; either Thoreau 's Walden or selection from Huxley's Lay Sermons; 
Stevenson's Inland Voyage and Travels with a Donkey. 

V. Palgrave's Golden Treasury (First Series), Books II and III, with 
especial attention to Dryden, Collins, Gray, Cowper, Burns; Gray's Elegy in a 
Country Churchyard and Goldsmith's Deserted Village; Coleridge's Ancient 



43 

Mariner and Lowell's Vision of Sir Launfal; Scott's Lady of the Lake; Byron's 
Childe Harold, Canto IV, and Prisoner of Chillon; Palgrave's Golden Treas- 
ury (First Series), Book IV, with especial attention to Wordsworth, Keats, and 
Shelley; Poe's Eaven, Longfellow's Courtship of Miles Standish, Whittier's 
Snow Bound; Macaulay's Lays of Ancient Eome and Arnold's Sohrab and 
Eustum; Tennyson's Gareth and Lynette, Lancelot and Elaine, The Passing of 
Arthur; Browning's Cavalier Tunes, The Lost Leader, How They Brought the 
Good Xews from Ghent to Aix, Home Thoughts from Abroad, Home Thoughts 
from the Sea, Incident of the French Camp, Herve Eiel, Pheidippides, My Last 
Duchess, Up at a Villa — Down in the City. 

(b) In addition to the foregoing the candidate will be required to present 
a careful, systematic study, with supplementary reading, of the history of either 
English or American literature. 

(c) The candidate will be examined on the form and substance of certain 
books in addition to those named under (a). For 1915 the books will be 
selected from the list below. The examination mil be of such a character as to 
require a minute study of each of the works named in order to pass it success- 
fully. The list is: 

Shakespeare's Macbeth; Milton's Comus, L 'Allegro, and II Penseroso; 
Burke's Speech on Conciliation with America, or Washington's Farewell 
Address and Webster's First Bunker Hill Oration; Macaulay's Life at John- 
son, or Carlyle's Essays on Burns. 

The work outlined in (a), (b), and (c) counts for two units. 

(d) The three units in English composition, rhetoric, and literature, as 
described above, are required for all students. A fourth unit may be obtained 
for one full year's additional work in the study of English and American authors. 

Special Note. — Schools receiving pupils from elementary schools where the 
English training is very weaTc may he required to give four units of worlc for 
three units of credit, 

15. FRENCH. 

First year's worlc. — Elementary grammar, with the more common irregular 
verbs. Careful training in pronunciation. About 100 pages of easy prose should 
be read. 

Second year's worlc. — Advanced grammar, with all the irregular verbs. Ele- 
mentary composition, and conversation. About 300 pages of modern French 
should be read. 

Third year's worlc. — Intermediate composition, and conversation. About 
500 pages of standard authors should be read, including a few classics. 

Fourth year's tvorlc. — Advanced composition, and conversation. Standard 
modern and classical authors should be read and studied to the extent of 700 
pages. 

16. GEOLOGY. 

The student must show familiarity with the principles of dynamic and 
structural geology, and some acquaintance with the facts of historical geology 
as presented in Scott 's Introduction to Geology, Brigham 's Text -book of Geology, 



44 

or an equivalent, together with at least an equal amount of time spent in labora- 
tory and field work. The laboratory work should follow one or more of the lines 
indicated below, and note-books should be presented showing the character and 
amount of work done, (a) Studies of natural phenomena occurring in the neigh- 
borhood which illustrate the principles of dynamic geology. Each study should 
include a careful drawing of the object and a written description of the way in 
which it was produced, (b) Studies of well-marked types of crystalline, meta- 
morphic, and sedimentary rocks which will enable the student to recognize each 
type and state clearly the conditions under which it was formed, (c) Studies of 
minerals of economic value, including the characteristics of each, its origin, and 
the uses to which it is put. (d) Studies of the types of soil occurring in the 
neighborhood, including the origin of each and the cause of differences in appear- 
ance and fertility. 

17. GEOMETRY. 

Plane Geometry. Special emphasis is placed on the ability to use proposi- 
tions in the solution of original numerical exercises and of supplementary theorems. 

(b) Solid and Spherical Geometry. Applications to the solution of origi- 
nal exercises are emphasized. 

Eevised Report of the Geometry Committee 
to the 
High School Conference, University of Illinois 
November, 1911 

A. Educational Values of Elementary Geometry. 

The teacher of Geometry, as well as the teacher of other subjects, should 
have a reason for the inclusion of his subject in the course of study. Geometry, 
in common with other subjects, is entitled to a place in the curriculum because of 

(a) its training in logical thinking and with power to concentrate its at- 
tention, 

(b) its training in exact use of language, 

(c) its development of the "pictorial imagination", the ability to visualize 
objects, relations, and conditions, 

(d) its proofs of the familiar mensuration formulas used in arithmetic, 

(e) its utilitarian and practical value in the arts and sciences, 

(f) the aesthetic values which its study affords. 

B. Position in High School Course. 

In agreement with the Algebra Syllabus adopted by this Conference (pub- 
lished in the High School Manual for 1909-10) the first course in Geometrj- should 
continue through the second year, following Algebra ; a second elective course 
of one-half year should come in the second half of the third or in the fourth year. 

C. Definitions, Axioms, and Assumptions. 

Guiding Principles. 1. Precision in definitions should be required specially 
when given in student's own words. Care should be taken not to define such basal 
notions as, "point", "straight line", "angle", etc. 



45 

2. The first course in geometry is not a place to attempt a statement of 
the minimum number and of the independence of axioms. This belongs to a 
course in the Foundations of Geometry. 

3. A free use of assumptions is recommended, yet it is essential that all 
propositions used explicity in a formal demonstration be recognized either as 
previously proved or as belonging to the list deliberately left unproved. 

4. Care should be taken that such terms as "obviously", "it is self evi- 
dent ", "it is easily seen ' ', etc., do not cover careless and inaccurate thinking. 

5. Definitions and assumptions should be introduced when needed. 

Fundamental Assumptions Listed 1, Things' equal to the same thing are 
equal to each other, 

2. If equals be added to or subtracted from equals, the results are equal. 

3. If equals be multiplied or divided by equals, the results are equal. (Divi- 
sion by zero excluded.) 

4. Like powers and like positive roots of equals are equal. 

5. For finite magnitudes, the whole is greater than any of its parts, and is 
equal to the sum of all its parts. 

6. If unequals are operated on in the same way by positive equals, the re- 
sults are unequal in the same order. 

7. If unequals are added to unequals in the same order, the sums are un- 
equal in the same order ; if unequals are subtracted from equals the remainders are 
unequal in the reverse order. 

8. A number may be substituted for its equal in an equation or in an 
inequality. 

9. If the first of three numbers is greater than the second and the second 
is greater than the third, then the first is greater than the third. 

10. A straight line may be produced to any required length. 

11. Two points determine a straight line. 

12. The shortest path between two points is a straight line. 

13. Any figaire may be moved from one place to another without altering its 
size or shape. 

14. Through a point one line only can be drawn parallel to a line. 

15. A circle may be described with any point as a center and any line seg- 
ment as a radius. 

*17. All straight angles are equal. 

*18. All right angles are equal. 

*19. From a given point in a line only one perpendicular can be drawn to the 
line. 

*20. Equal angles have equal complements and equal supplements. 
21. Circles with equal radii are equal. 

*22. The sum of two adjacent angles whose sides lie in the same straight line 
equals a straight angle. 

23. The length of a circle is greater than the perimeter of any inscribed 
polygon and less than the perimeter of any circumscribed polygon. 

'"Things here refers to numbers which are numerical measurements of geometric mag- 
nitudes. 

*The starred assumptions may be taken as theorems for informal proof or as statements 
of facts in the contest without special emphasis, if preferred. 



46 

24. The area of a circle is greater than the area of any inscribed polygon 
and less than the area of any circumscribed polygon. 

*25. Two lines parallel to the same line are parallel to each other. 
*26. The bisectors of vertical angles lie in a straight line. 

27. A diameter bisects a circle and the surface of a circle. 

28. A straight line intersects a circle at most in two points. 

D. Introductory Work. 

This introductory work is designed to lead the pupil gradually into demon- 
strative Geometry. Beginning informally, as class exercises not requiring previous 
outside preparations, this work should develop 

(a) neatness and accuracy in drawing figures; 

(b) familiarity with terms to be used in later work, as perpendicular bi- 
sector, complement, bisector, etc.; 

(c) a recognition of the fallibility of the pupil's judgment, and a recog- 
nition of the necessity for logical proofs; 

(d) some appreciation for the usefulness of Geometry. 

Only so much of this introductory work is recommended as will carry the 
pupil safely over into demonstrative Geometry. Care should be taken to guard 
against the mistake of requiring formal demonstration of theorems which seem 
obvious to the pupils without proof. Introductory work may be selected from 
such work as the following: — 

1. Problems on complementary and supplementary angles. 

2. Constructing triangles when given three sides, two sides and included 
angle, two angles and included side. 

3. Comparison of two triangles constructed with same given parts, using 
tracing paper or cloth, leading to the three cases of congruent triangles. Simple 
inaccessible distance problems. 

4. Construction of perpendicular bisector of a line. 

5. Drawing of perpendicular bisectors of sides of triangle, medians, and 
bisectors of angles. 

6. Drawing of circumscribed and inscribed circle of a given triangle. 

7. Drawing of a triangle, square, hexagon inscribed in a given circle. 

8. Sufficient use of geometrical optical illusions. 

9. Graphic proof of the Pythagorean Theorem with problems depending 
on it. 

10. "Views" of prism, cylinder. Simple mechanical drawings. 

11. Sum of angles of triangle by cutting out angles and juxtaposing; alge- 
braic problems concerning angles of polygons, isosceles triangle, and exterior 
angles. 

12. Angles related to parallels cut by a transversal; algebraic problems. 

13. Construction of paths of points moving according to simple conditions. 
It is desirable that each pupil be provided with simple and inexpensive com- 
pass, ruler in inches and centimeters, and a protractor. 

*The starred assumptions may be taken as theorems for informal proof or as statements 
of facts in the contest without special emphasis, if preferred. 



47 

E. Exercises and Problems. 

1. Guiding Principles, (a) The purpose of problems is to emphasize 
principles and theorems, and problem work is in general a means rather than 
an end. 

(b) There should be numerous simple problems and exercises rather than 
a few difficult ones; there should be some oral exercises. 

(c) Some exercises should come immediately after the theorems which they 
apply and there should be a good list at the end of chapters. 

(d) Geometry should b© given a concrete setting by the use of some problems 
from real life for the sake of clearness and interest. It is valuable to ask the stu- 
dents to find illustrations of abstract theorems from their own experience. 

The following illustrate the meaning of concrete problems: — 

(a) How high will a 40-foot ladder reach on a house if its foot is placed 
5 feet from the side of the house? 

(b) How could a carpenter's square be used to test whether or not a notch in 
the edge of a board is a true semi-circle? 

(c) With only a mirror and a yard stick, how could one measure the height 
of a pole? 

(d) Why is a step ladder made three-sided rather than four-sided? 

Lists of concrete problems are available in some of the later texts and in 
"School Science and Mathematics" (Oct. 1911, page 662 and others). Care 
should be taken to select problems which are real applications of geometry and 
which involve only terms familiar to the student. 

2. Algebraic Methods. The use of algebra in geometry (a) correlates 
Algebra and Geometry, (b) gives practice in translating symbols into English, 
(c) leads to simpler notation, and (d) leads to the notion of functionality. 

Illustrations of the algebraic method: — (a) Given in the right triangle 
ABC, c the hypotenuse, a and b the two legs; x projection of b on c, y the pro- 
jection of a on c; to prove c=:a-|-d. (Wentworth 371, p. 162) 

(b) Given a the hypotenuse andb the sum of the two legs; to construct the 
right triangle. 

Solution: x -f- y = b, x- -}- y^ = a". Solving x =z ^/^ (b-^ y'Sa" — b") y=:% 
(b — V^^^ — ^^)' 'which values may be constructed with ruler and compass. 
(Sanders p. 211) 

(c) Given line AB=z4r and C its middle point; on AB, AC, and CB semi- 
circles are constructed. To draw a circle touching the three circles. 

Solution: Let x=radius of required circle; then (x-|-r)-=r^-(-(2r — x)^, and 
solving, x=i;%r. (Young p. 179.) 

3. Locus problems. Locus problems deserve a place in Geometry because 

(a) they introduce motion into our geometric notions, which would other- 
wise be entirely static, 

(b) they are necessary in the solution of many construction problems, 

(c) they develop the important notion of functionality. 

In all locus proofs the two defining properties of a locus of a point should be 
emphasized, namely, (1) all points lying on the locus must satisfy the given con- 
ditions, and (2) all points which satisfy the given conditions must lie on the 
locus. 



48 

Illustrations of locus problems: — (a) Find the locus of all points at a 
constant distance from a fixed line. 

(b) Find the locus of a point equidistant from two fixed points. 

(c) Wliat is the locus of the centers of circles tangent to a line at a given 
point? 

In the study of loci advantage should be taken of the opportunities to intro- 
duce space notions. Thus, the locus of a point always a fixed distance from a 
fixed point in space is a sphere; of a point a fixed distance from line, is a cylin- 
drical surface; etc. In general it is desirable throughout the course in Plane 
Geometry to call attention to the corresponding space forms of Solid Geometry. 

F. Limits and Incommensurables. 

The limit notion is needed to define such things as ' * length of a circle ' ' (the 
limit of the perimeter of an inscribed, or circumscribed, polygon as the number of 
sides become infinite), "area of a circle", "surface of a sphere", etc., and there- 
fore should be included in Elementary Geometry. A correct, though not most pre- 
cise definition of a limit should be given and great care should be taken to avoid 
the commonly used but incorrect words "never reach." The following definition 
is recommended : ' ' The limit of a variable is a constant such that as the variable 
approaches this constant their numerical difference becomes and remains less than 
any previously assigned positive number, however small." 

The ' ' Fundamental Theorems of Limits ' ' as ordinarily stated, should be 
omitted as trivial. The following theorem should be introduced and used to 
show the existence of limits in Elementary Geometry : "If a variable always 
increases (decreases) and is always less than (greater than) some finite con- 
stant then it has a limit. ' ' Make this theorem seem true by illustrations, attempt 
no proof for it. Proofs of incommensurable cases should be omitted or postponed 
but some notion of the meaning of "incommensurable" should be developed. 

Q. Omissions. 

List of omissions recommended: 1. Square of side of triangle opposite 
acute angle, etc. 

2. Square of side of triangle opposite obtuse angle, etc. 

3. Division into mean and extreme ratio. 

4. Inscribed decagon. 

5. Calculation of tt by perimeter of inscribed and circumscribed polygon. 
Verify the value of tt by some simpler methoil. 

6. Proofs of theorems on limits. 

7. Proofs of incommensurable cases, but not the incommensurable idea. 

8. Maxima and minima. 

9. Sum of two sides equal to twice the square of half the third increased, etc. 
111. DiflFerence of square of two sides, etc. 

11. Square of bisector of angle equal to product of two sides, etc. 
IL'. In any triangle the product of two sides equal to diameter of circum- 
scribed circle multiplied, etc. 



49 

H. Emphasis. 

The following topics should receive special emphasis: — 

1. Congruence of triangles. 

2. Similar triangles. 

3. Pythagorean theorem. 

4. Properties of circles. 

5. Mensuration theorems. 

1. Outline for Plane Geometry. 

In the following outline certain important theorems (those starred) have been 
taken as nuclei about which are grouped related theorems. In this way important 
theorems are singled out for special emphasis and the content of the course is sug- 
gested. 

I Congruent Triangles. *1. Triangles are equal if two sides and included 
angle, two angles and included side, or three sides, in one have equals in the other. 

2. Propositions on right triangles. 

3. Propositions on isosceles triangles. 

4. Circumscribed and inscribed circle of triangle. 

II Parallels and Parallelograms. *1. If two parallels are crossed by a 
third line the alternate interior, the alternate exterior, and the exterior interior 
angles are equal. 

2. Angles having parallel sides are equal or supplementary. 

3. Lines perpendicular to the same line are parallel. 

4. Propositions on parallelograms. 

5. If parallels intercept equals on one transversal they intercept equals on 
every transversal. 

6. Sum of angles of a triangle. 

7. Sum of interior angles of a polygon. 

III Circles. *1. In the same circle or equal circles, equal chords are equi- 
distant from the center, and converse. 

*2. Central angle is equal to its intercepted arc. 
*3. Equal chords subtend equal arcs, and converse. 

4. Measurement of angle when the vertex is 

at the center of circle, 
between the center and the circle, 
on the circle, 
outside the circle, 

5. Tangents from the same point are equal. 

6. If two circles intersect, the line of centers is perpendicular bisector of 
common chord. 

IV Similar Triangles. 1. If a line is parallel to one side of a triangle, it 
divides the other two sides proportionally, and converse. 

*2. Triangles are similar when 
they are equiangular, 

two sides are proportional and included angles are equal, 
three sides are proportional. 



50 

3. Product formulas. 

4. Similar right triangles. 

5. Pythagorean theorem. 

6. Trigonometric ratios. 

7. Similar polygons may be divided into corresponding pairs of similar 
triangles, and converse. 

8. Perimeters of similar polygons are proportional. 

V Regular Polygons. *1. Eegular polygons of the same number of sides 
are similar. 

2. Length of circles are proportional to their radii. 

C=7:r 

Some simple method of verifying value of 77 

3. Circles may be circumscribed about or inscribed in any regular polygon. 

4. Side of hexagon is radius of circumscribed circle. 

5. Inscribed equilateral polygon is regular. 

VI Areas. *1. Area of rectangle is product of base by altitude. 

2. Of parallelogram. 

3. Of triangle. 

4. Of trapezoid. 

5. Of similar triangles. 

6. Of similar polygons. 

7. Of regular polygon is 14 perimeter by apothem. 

8. Of circle. 

OUTLINE FOR SOLID GEOMETRY. 

Throughout the course in Solid Geometry efforts should be made to relate 
the work to Plane Geometry wherever possible. Special emphasis should be 
placed upon the real grasp of space notions and theorems; pictures, stereoscopic 
views, and models may be used to assist in grasping space relations but too great 
a use of such aids may work against the visualizing habit which is one of the 
chief values of Solid Geometry. Solid Geometry offers excellent opportunities for 
algebraic symbols and methods; it is recommended that mensuration rules be 
written in algebraic form but read in the translated English form. Logarithms 
may be used in computation problems if the second course in Algebra precedes 
Solid Geometry. 

Additional Assumptions: 1. Two intersecting lines, two parallel lines, a 
straight line and a point outside that line, or three points not in a straight line, 
determine a plane. 

*2. The intersection of two planes is a straight line. 

•3. The projection of an oblique line on a plane is a straight line. 

*4. Every plane section of a cone through its vertex is a triangle. 

*5. Every plane section of a cylinder throughout an element is a parallelo- 
gram. 

6. The shortest distance on a sphere between two points is the minor arc of 
the great circle joining them. 



51 

I Theorems closely related to Plane Geometry. 

1. If two parallel planes are cut by a third plane the intersections are 
parallel. 

2. If a line is parallel to a plane, then the intersection of that plane with 
any plane through the line is parallel to the line. 

3. Equal oblique lines from a point in a perpendicular to a plane cut off 
equal distances, and converse. 

4. Angles having sides parallel in same order are equal. 

5. The plane bisecting a line at right angles is the locus of points equi- 
distant from the ends of the line. 

6. If two lines are cut by three parallel planes corresponding segments are 
proportional. 

7. The angle a line makes with its projection on a plane is the least angle 
it makes with any line in the plane. 

8. Two planes perpendicular to the same plane are parallel. 

II Lines and Planes. 

*1. A line perpendicular to two lines at their intersection is perpendicular 
to their plane. 

2. Every line perpendicular to a line at a point lies in a plane perpendic- 
ular to the line at that point. 

3. Through a point only one plane can be drawn perpendicular to a line. 

4. If a line is perpendicular to a plane every plane through the line is per- 
pendicular to the first plane. 

5. If two planes are perpendicular, any line in one, perpendicular to their 
intersection, is perpendicular to the other plane. 

6. If two intersecting planes are each perpendicular to a third their inter- 
section is perpendicular to that third plane. 

7. The locus of a point equidistant from sides of a dihedral is the bisecting 
plane of the dihedral. 

III Spheres. 

1. Every plane section of a sphere is a circle. 

2. A plane tangent to a sphere is perpendicular to the radius at point of 
tangency. 

3. The distances of a circle on a sphere from its poles are equal. 

4. If a point on a sphere is at a quadrant's distance from the other points 
not at the extremities of a diameter, then it is the pole of the great circle through 
the two points. 

5. A spherical angle is measured by the arc it intercepts on a great circle 
having its pole at the vertex of the angle. 

IV Polyhedral angles and spherical triangles. 

1. The sum of two face-angles of a trihedral is greater than the third. 

2. The sum of the face-angles of a polyhedral is less than 4 right angles. 

3. Two trihedral angles are equal or symmetric when two dihedrals and in- 
cluded face-angles, two face-angles and included dihedral, or three face-angles, 
in one have equals in the other. 



52 

4. The sum of two sides of a spherical triangle is greater than the third. 

5. The perimeter of auy polygon is less than 360°. 

*6. Two spherical triangles are equal or symmetric when they have 

A=A' B=B' c=:c' 

a=a' brzb' C=C' 

a=a' b=:b' c=:c' 

A=A' BrrB' c=c' 

7. If one spherical triangle is the polar of a second then the second is also 
the polar of the first. 

*8. In two polar triangles any side of one is the supplement of the opposite 
side of the other. 

9. The sum of the angles of a spherical triangle is more than two and less 
than six right angles.^ 

V Mensuration. 

1. Lateral areas of prism, cylinder, regular pyramid, cone, and frustrum. 

2. Area traced by line revolving about an axis in its plane. 

3. Spherical areas; zone, sphere, lune, and spherical triangle. 

4. Volumes 

(a) Rectangular parallelopiped ; by counting cubes formed by passing planes. 

(b) Right prism, and cylinder as limit of inscribed prism as number of sides 
of base become infinite. 

(c) Cavarlieri's Theorom : "Two solids having bases equal in area and 
equal altitudes are equal in volume if every two plane sections at same distance 
from base are equal in area." (Beman and Smith Geometry, p. 298) Illustrate 
without proof. 

(d) Oblique prism and cylinder, by proving equal in volume to right prism 
and cylinder using (c). 

(e) Pyramids and cones having same altitudes and bases equal in area are 
equal in volume; use (c). 

(f) Volume of triangular pyramid. 

(g) Any pyramid or cone, as sum, or limit of sum, of triangular pyramids, 
(h) Frustrum as difference in volumes of two pyramids or cones. 

(i) Sphere as equal in volume to certain cylinder having two cones removed 
from its volume, using (c). 

(j) Spherical segments using (c). 

5. Sensible use of approximations in measurements and computations. 

18. GERMAN. 

It is recommended that pupils be trained to understand spoken German and 
to reproduce freely in writing and orally what has been read. Whatever method 
of teaching is used, however, a thorough knowledge of grammar is expected. No 
attempt is made in what follows to give more than a general outline for the work 
of successive years, but the German department welcomes inquiries from teachers 
who wish further suggestions in the planning of courses. 



53 

First Year's Work. — At the end of the year pupils should be able to read in 
telligently and with accurate pronunciation simple German prose, to translate it 
into idiomatic English, and to answer in German easy questions on the passage 
read. A few short poems may well be memorized. Elementary grammar should 
be mastered up to the subjunctive as arranged in most books for beginners. Easy 
prose composition rather than the writing of forms will be the test of this gram- 
matical work in entrance examinations given by the University. 

Second Year's Work. — Only modern writers should be read, preference being 
given to material which has a distinctly German atmosphere and which lends 
itself readily to conversational treatment in the class room. The regular recita- 
tions should afford constant oral and written drill on the elementary grammar 
of the previous year. In addition, the beginner's book should be completed, but 
more importance is attached to accuracy and facility in simple modes of expres- 
sion than to a theoretical knowledge of advanced syntax. 

Third year's work. — Most of the time should be devoted to good mod 
ern prose. There should be some work in advanced prose composition — based 
on German models — and the daily recitations should continue to afford abundant 
oral practise. Pupils ought by this time to understand spoken German fairly well. 

Fourth Year's Work. — At the end of this year a pupil should be able to 
read at sight any prose or verse of moderate difficulty. He should also be able 
to express himself orally or in writing with considerable readiness and a high 
degree of accuracy. It is recommended that work in composition take the form 
of free reproduction of portions of the texts studied rather than translation of 
English selections. The reading should be divided about equally between modern 
and classical authors. 

The following report on standardization of the teaching of Ger- 
man is inserted from the Proceedings of the High School Conference 

for 1911 : 

I. Beginners' Books (Grammars) and Composition Books (Reported by 
Professor N. C. Brooks, University). 

1. Composition Books. 

An investigation as to usage in the state reveals the following facts. Only 
two regular composition books are used at all largely in the state. These are 
Bernhardt, used in the second year, and not found satisfactory as a rule; and 
Pope, used generally in the third year to which it is best adapted, and where it is 
found generally satisfactory. 

While many teachers base the composition work upon reading texts, yet it is 
generally conceded that a regular composition text is better. 

2. German Beginners' Books. (Reported by Miss Esther Massey). 
Statistics submitted showed a wide range of preferences in texts. Among 

those leading are: Bacon's German Grammar, Spanhoofd's Lehrbuch der Deut- 
schen Sprache, Vos' Essentials of German, Collar's First German Book, Becker- 
Rhoades' Elements of German and Joynes-Meissner (for beginners). 

The expressed opinion of teachers reveal that the first three are most favor- 
ably received, and in the order named. 

The general lack of unanimity makes standardization difficult. The commit- 
tee expresses a hope that the German teachers of the state may ultimately agree 



54 

upon certain general principles about aims and methods that will lead to a reason- 
able degree of uniformity in all matters essential, and thus permit of some stand- 
ardization of the work in beginning German and in Composition. 

The direct method of presentation was strongly recommended. 

II. German Readers. 

Statistics show a large use of the reader in the first year and in the first part 
of the second. Statistics show Bacon 's Im Vaterland to be most in favor. Other 
books used are Glueck Auf, Maerchen und Erzaehlungen, Herein, Daheim, Altes 
und Neues, Bilderbuch Ohne Bilder, Traeumereien, Wilcomen in Deutschland, Volk- 
mann's Kleina Gaschichten, Caruth's German Eeader, Muller's Neue Maedchen. 

Not too much haste in introducing the reader is the advice of the committee. 

III. The Tests Read. (Reported by O. P. Klopsch). 

(1) To a careful student of the statistics sent to this committee during the 
past two years by the teachers of German in the high schools of Illinois, it is very 
evident that there is a strong tendency towards a considerable diminution of the 
kind of reading mostly in use in the high schools of our state in former years. 
This reading is rapidly being displaced by a comparatively new kind of material, 
and of this latter a much greater quantity is required to be mastered than the 
quantity of the displaced old material. Notwithstanding the fact that the courses 
were formerly shorter and the total amount of reading less, the number of great 
classics read was larger than nowadays and the critical study of them much more 
minute. 

But evolution took place. On the one hand the student was better pre- 
parcil for the reading of the classics by giving him a larger vocabulary and a 
better acquaintance with the German language and thought through the reading 
of an increasinglj' large number of the shorter and easier novels and Novellen 
of the more modern authors; while on the other hand the number of classics was 
reduced and only the easier and to the pupil more interesting ones were selected. 

(2) If we turn to our statistics for the past two years and see what the 
most common courses of reading actually are — not what the teachers desire them 
to be — we find that, during the first year of the course, but a comparatively small 
number of schools read anything but the readers, excepting, of course, the read- 
ing selections found in the grammars. 

During the second year some continue these readers the first semester, but 
the most schools begin the second year with some easy Novelle. The text most 
generally used is "Immensee, " two-fifths of all the schools reporting two years ago 
used it the second year, and this year 's reports show ' ' Immensee ' ' in three-fifths 
of the schools during the second year. In two year courses ' ' Tell ' ' is almost as 
much used, because many teachers feel that pupils should not leave school with- 
out at least a glimpse of one of the great classics. Next in popularity ig "Hoeher 
als die Kirche. " It is read in about one-half as many schools as "Immensee." 
A rather close race for third place is run by " Germelshausen, " "L'Arrabbiata" 
and ' ' Der Schwicgersohn. ' ' Most commonly three texts like those mentioned in 
this paragraph are read during the second year, in addition to the grammar work, 
the composition exercises and the drill in conversation. ' ' Immensee " or " Ger- 



55 

melshausen ' ' are generally read during the first quarter, ' ' Hoeher als die Kirche ' ' 
or " L 'Arrabbiata ' ' during the second, and ' ' Der Schwiegersohn " or " Tell ' ' 
during the third. 

In the third year "Tell" is unquestionably the favorite. It is usually 
read the first quarter. Some schools read ' * Minna von Barnhelm ' ' instead. The 
friends of "Tell" for third year reading out-number those of any other classic 
three to one. Next in popularity is * ' Hermann und Dorothea, ' ' generally found 
in the last quarter. And some Novelle or some novel is studied during the sec- 
ond quarter. There is not enough unanimity among teachers with regard to this 
for us to mention any one text as being practically prominent. Some schools read 
a third classic like ' ' Die Jungf rau von Orleans ' ' or possibly ' ' Marie Stuart ' ' in- 
stead of the novel or Novelle. For this third year of the course, as for the sec- 
ond, it is considered sufficient to read three texts during the year, if prose com- 
position and German conversation are to be emphasized, as is mostly done. 

Our statistics include comparatively few schools with four-year courses, so 
no attempt will be made to report on them. 

(3) The present-day general tendencies, if not carried to extremes, should 
be productive of good results. The readers with the * ' Eealien ' ' do furnish a good 
basis from which to proceed to a study of the literary master-pieces. Some of 
the available readers are, however, too difficult for first year work. The mistake 
is commonly made of trying to accomplish too much in too short a time. We ad- 
vance too rapidly in degree of difficulty in our readers and in our other texts. 
However desirable it may seem that pupils read some good easy Novelle at the 
end of the first year, it will be found practicable only under exceptionally favor- 
able conditions. This is likewise true of the reading of a great classic, like ' ' Wil- 
helm Tell, ' ' during the second year. What a fine thing it would be, if pupils in 
two-year courses could come under the influence of "Tell! " But the majority of 
the teachers reporting, as well as the committee, feel that only in very exceptional 
cases are classes ready to take up "Tell" the second year. 

The gap between "Immensee" and "Tell" is generally conceded to be 
a great one and there is some trouble in bridging it over. The objection to a use 
of " L 'Arrabbiata ' ' and ' ' Der Neflfe als Onkel ' ' for this purpose, made by a con- 
stantly growing number of teachers, because of the foreign setting of these works, 
seems to be well made. This leaves "Hoeher als die Kirche" and "Der Schwie- 
gersohn" as the favorites for the intermediate step. Both of these are fairly 
good, although "Hoeher als die Kirche" has a somewhat remote historical back- 
ground for beginners, and a somewhat sickly sentimentality, and "Der Schwie- 
gersohn" is too difficult for the first part of the second year, where it is put, if 
' ' Tell ' ' is read in a two-year course. 

In a three-year course matters are somewhat improved by reading "TeU" 
or "Minna von Barnhem" during the first quarter of the third year. This en- 
ables the teacher to put "Der Schwiegersohn" at the end of the second year, and 
leaves two quarters, one for ' ' Immensee ' ' or for ' ' Hoeher als die Kirche ' ' — if it 
must be read — and the other for a continuation of the study of some book devoted 
especially to the "Eealien." 

Still better is the postponement of "Tell" to the second quarter of the 
third year, and the substitution of a more difficult Novelle for it in the first quar- 



56 

tor. The year may then be comjileted with a study of "Hermann und Dorothea." 
The hitter is rather diftieult for third year work, but ought to be given in a three- 
years' course to get the pupils somewhat acquainted with Goethe. If the novel to 
be read in the third year, like all the other reading, also is based on real German 
life, we shall have a course which ought to be distinctively German, German not 
only in language but also in contents. Such a course will materially increase the 
pupil's sympathy with German life, without adding any more pages to this already 
large enough amount of reading. 

As a result of our study of the high school conditions in Illinois we suggest 
the following courses in reading to meet a common desire for standardization. 

First Year of Coiirse. 
Readers dealing with the ' ' Realien, ' ' second half of year. 

Second Year of Course. 

1. Readers (Com- 2. "Der Weg zum 3. "Aus Herz und 

pleted) Glueck." Welt." 

(German legends and ("Der Ruegenfahrer " ("Hundret Schimmel!" 

history in easy prose and and "Tot oder Leben- and " Alle Fuenf ! ") 

poetry) dig?") 3. "Der Sehwieger- 

or 1. " " 2. " Immensee ' ' sohn ' ' 

2. A good edition of 3. "Der Geissbub von 

' ' Der Neid. ' ' Engelberg. ' ' 



1. "Karl Heinrich" 
or 1. "Fritz auf Fer- 
ien" 
or 1. 
isten. " 



"Die Journal- 



Third Year of Course. 

2. ' ' Wilhelm Tell. ' ' 

2. "Minna von Barn- 
helm" 
2. ' ' Ekkehard ' ' 



3. "Der Schuss von 
der Kanzel. ' ' 
3. "Herman und Doro- 
thea. ' ' 

3. "Goetz von Berli- 
chingen" (As edited for 
high schools) 

(Some of the above, like "Karl Heinrich" and "Ekkehard," can be read 
in class only in the abridged editions, especially prepared for American co-educa- 
tional high schools.) 

IV. Translation from German into English. (Reported by Professor C. L. 
Esbjorn, Augustana College.) 

Question No. 4 in the question blank sent out by the Committee reads as fol- 
lows: — "To what extent do you use, or favor using, translation from German into 
English?" The answers received indicate a great diversity of opinion as well as 
practice. Though a number of the answers fail to give quantitatively exact infor- 
mation, it seems on the whole a fair inference from the statements made, that 
approximately one-half of the teachers insist on the translation of from tifty to 
one hundred per cent of the reading matter of their respective courses. 

On the other hand, the amount of translation in the remaining one-half of the 
schools appears to be small. 



57 

Question No. 5 in the questionaire was as follows: "'What are your sub- 
stitutes for translation?^' 

The leading answers may be grouped under three heads: — 

First : Questions and answers on the lesson assigned, also reported as * ' con- 
versation. ' ' This method takes different forms, such as : questions and answers in 
German; questions in German with answers in either German or English; oral or 
written discussion of grammatical constructions and principles; assigning the 
preparation of original questions to pupils, etc. One-half, or more, of the teachers 
make use of some form of questions and answers. 

Second : Reproduction, ' ' f reie Eeproduktion, ' ' or synopsis in German of the 
substance of the lesson. The number reporting this substitute for translation is 
almost one-half of the entire number. 

Third: Reading the assignment aloud in class. 

Those who employ reading by the class depend mainly on the expression with 
which the pupil reads, in deciding the question of his comprehension of the text. 

Besides these three leading methods of testing a student's preparation of a 
reading lesson, the following are reported: Written exercises; written reviews; 
paraphrasing in German; German synonyms; definition of words in German; col- 
lecting idioms ; dictation ; ' ' treating the language like the English ; ' ' retransla- 
tion of sentences of the teacher 's invention based on the vocabulary of the text ; 
' ' special topics, worked through a text, noting page and time of its appearance ; ' ' 
and a few others. A large number of teachers reporting using two, three or four 
of these ' ' substitutes for translation. ' ' 

As a great majority of the teachers who have reported are already employing 
translation into English to a greater or less extent, little need be said as to the 
advantages of this exercise. It cannot be successfully denied that translation 
furnishes an accurate method of ascertaining a pupil 's comprehension of a passage 
in a foreign language. No paraphrase, no answers to questions, no elocution in 
the reading of a passage can give the immediate and incontrovertible evidence of 
its thorough comprehension furnished by a faithful translation. When the object, 
therefore, is simply to ascertain whether the foreign text is understood, no method 
is superior to translation. And yet it cannot be doubted that, with any class mak- 
ing good progress, the time soon comes when translation should cease, and other 
methods of hearing the reading lesson take its place. The first reason for this is 
that translation soon becomes to a great extent superfluous. If the reading ma- 
terial is properly graded, the class will ere long have mastered all the most com- 
mon words and constructions, and the proportion of new words and phrases will 
in consequence be a constantly diminishing quantity. Translation thus tends to 
become more and more a useless repetition of what has been recited many times 
before. The second reason is that ability to translate into the vernacular is self- 
evidently not the ultimate object of the study of any foreign language. What our 
students must aim at is the ability to read German " as a German reads it. ' ' The 
teacher must therefore, when the proper time arrives, use every effort to wean the 
pupil from "the translation habit," and to induce him to adopt the "direct 
method. ' ' 

This process must begin in the class room, and the writer is of the opinion 
that the end sought can be most surely and expeditiously attained by the simple 



58 

plan of the teacher's reading the daily lesson aloud to the class and asking ques- 
tions on it as he goes along. In this way the pupil gradually learns to follow the 
development of the thought in the foreign order and to catch the meaning directly 
from the foreign words. Translation being no longer required in class, the student 
naturally drops it when preparing his lessons at home, and before he is aware of 
the transition, he is a reader, not a translator, of the foreign language. As a 
means of testing a student 's preparation at every point, this method compares 
favorably with translation, since the teacher can stop at any moment, even in the 
middle of a sentence, to ask for the meaning of a word or phrase. A special 
advantage of the reading plan over translation is that it trains the ear as well 
as the eye of the pupil, since it is to be presumed that no one will attempt to 
instruct a high school class in German who is unable to read German with correct 
pronunciation and good expression. A lesson thus read over to the class, after 
preparation by the student, will often gain immensely in vividness and power to 
impress itself on the mind of the young learner. Another consideration in favor 
of this plan is that it is usually more rapid than translation. The gain in time 
may be estimated probably at fifty percent. The method may be varied by having 
the pupil do the reading; the special advantages of which exercise are sufficiently 
obvious. 

But, excellent as the reading method is when properly used, it, too, eventually 
outgrows its usefulness. If the student is to read a sufficient amount to enable 
him to grasp the meaning of ordinary German at sight, he will sooner or later 
have to prepare home lessons too long, and with difficulties occurring too rarely, 
to make even the reading of the assignment in class profitable or practicable. This 
is the time for free reproduction, for synopses, for questions and answers, or for 
these methods combined in various proportions. 

To teachers who feel it to be their main object to impart to their pupils a 
reading knowledge of German, the writer would, therefore, recommend : 1. Transla- 
tion; 2. Reading aloud to class, followed by, or varied with, the reading by the 
class; 3. Free reproduction, questions and answers, synopses, or some similar 
method or methods. The exact point at which the transition should be made from 
the first stage to the second, and from the second to the third, must be left to 
each teacher's own judgment. 

When learning to use the German language conversationally is considered 
the main object, or at least a leading object, the active use of the language on 
the part of a student must, as a matter of course, be introduced at the earliest 
possible moment and be continued in season and out of season. Then free repro- 
duction, questions and answers, and similar methods from the beginning offer 
superior advantages. 

19. GREEK. 

First Year's Work. — The exercises in any of the beginning books, and one 
book of the Anabasis or its equivalent. 

Second Year's Work. — Two additional books of the Anabasis and three of 
Homer, or their equivalents, together with an amount of Greek prose composition 
equal to one exercise a week for one year. 



59 

Third Year's Work. — Three additional books of the Iliad, three of the 
Odyssey, and Books VI, VII, VIII of Herodotus, or an equivalent from other 
authors. 

20. HISTORY. 

One, two, or three units may be presented, to be chosen from the following 
list: 

Ancient history to 800 A. D., one unit. 

Medieval and modern history, one unit. 

English history, one-half or one unit. 

American history, one-half or one unit. 

Examinations for entrance will be given in all these subjects. The exam- 
ination for each unit is intended to cover one full year of high-school work. 

21. LATIN. 

First Year's WorTc. — Such knowledge of inflections and syntax as is given 
in any good preparatory Latin book, together with the ability to read simple 
fables and stories. 

Second Year's WorTc. — Four books of Caesar's Gallic War, or its equivalent 
in Latin of equal difficulty; the ability to write simple Latin based on the text. 

Third Year's Worh. — Six orations of Cicero; the ability to write simple Latin 
based on the text; the simpler historical references and the fundamental facts of 
Latin syntax. 

Fourth Year's WorTc. — Six books of Virgil's Aeneid, with history and myth- 
ology; the scansion of hexameter verse. 

The reports of committees of the Classics Section of the High School Con- 
ference on First, Second, and Third Year Latin, as given in the Proceedings for 
1911, 1913 and 1914 contain many helpful suggestions for high-school teachers of 
Latin. 

22. MANUAL TRAINING. 

The requirement for one unit is the equivalent of 360 forty-minute periods 
in manual training following the syllabus prepared by the manual-training section 
of the High School Conference. 

Following is the conference recommendation approved as a basis 
for accrediting Manual Training: 

Outline of a One-Year Course in Woodworking for High Schools 

This course is intended to occupy 120 hours — ten 40-minute periods a week 
for 18 weeks, or five 40-minute periods a week for 36 weeks, and presupposes that 
pupils have taken a 60-hour course in the grammar school before entering. 



60 



GROUP 
I — Review of the funda- 
mental tool procesBes 
taught in the gram- 
mar school. Saw, 
plane, chisel and lay- 
ing out tools. Grooved 
joints and hairing. 

II — More exact work in 
planing to make a 
glue joint. 

Ill — Construction by means 
of mortise and tenon 
joint. 



IV- 



-Construction involving 
the miter joint. 



V — Construction involving 
the dovetail joint. 



VI — Construction involvini 
the panel. 



VII — Wood turning 

Note: — This group 
may be omitted or 
may be substituted for 
a part of V and VI. 



PROCESSES 
Measuring, squaring, gaug- 
ing, sawing, boring, chiseling, 
rules for sharpening tools, 
planing cylinder, use of 
screws and nails, carving 
finisliing. 



Planing joints, gluing, 
clamping, surfacing, sand- 
papering. 

Laying out duplicate parts, 
cutting mortise, testing mor- 
tise, sawing tenon, gluing 
and clamping, scraping, fin- 
ishing. 

Designing a frame for a 
given picture, planing paral- 
lel edges and sides in the 
construction of a miter-box, 
rabbeting, sawing the miter- 
box, laying out and cutting 
a brace. 

Liying out and cutting 
dovetails, planing corners, in- 
laying, finishing. 

Planing, fitting, gluing, 
clamping, putting on hinges, 
finishing. 

Spindle turning cylinder, 
cone, convex curve, concave 
curve, compound curve; turn- 
ing on face-plate, chuck turn- 
ing, finishing and polishing 
in the lathe. 



PROBLEMS 

Bench-hook 

Specimen of wood for mu- 
seum 
Book-rack 
Nail-box 
Tool-box 
Towel-roller 

Drawing board 
Tee-square 

Taboret 

Book shelves involving keyed 

construction 
StooJ 
Seat 

Framing a picture 
Bracket 



Tool-chest 

Treasure-box 

Box for drawing instruments 

Book slides 

Screen 
Cabinet 
Bookcase 
Desk 

Practice exercise 
Spool, Box with cover 
Legs for a stool. Tray 
Indian clubs. Rosette, 
Tool handle. Mallet, 
Circular picture frame 



The other half 
preceding the wood 
by the Conference: 

GROUP 

I — Straight lines 
measurements, 
use of tee- 
square and tri- 
angles in draw- 
ing horizontal, 
vertical and 
inclined lines. 
Uee of ruling 
pen. Conven- 
tional lines. 
Freehand 
working 
sketches. 



year, given preferably as a parallel course, but acceptable as 
work, is a course in mechanical drawing, outlined as follows 



PROBLEMS 

Rectangular frame 

triangular frame, 

trysquare, 

Bracket 

Box 

Bench-hook 



RELATION TO 
OTHER SUB- 
JECTS 
Geometry — 
Straight line deter- 
mined by two points 
or one point and a 
direction. Division of 
right angle into halves 
and thirds. 



RELATION TO 
INDUSTRY 

Drafting — 
Practical methods of 
drawing straight lines 
and angles of 90°, 
60°. 30°, 45°. 
Woodworking. 



61 



GROUP 

II — Circles, use of 
compasses, use 
of center lines, 
cross hatching 
sections. 



PROBLEMS 

Ring 

Circular picture 

frame 
Flower pot 
Cylinder head 
Circular box 



III — Tangents, Torous, Gland, 

finding centers Crank, Face-plate, 

and points of Bearing, Link 
tangency. 



IV- 



-Planes of pro- 
jection — pro- 
jecting to hori- 
zontal and ver- 
tical planes, 
revolution of 
planes 
construction 
geometric fig- 
ures. 



Rectangular prism 
Octagonal prism 
Hexagonal prism 
Pentagonal pyramid. 
Triangular pyramid. 



RELATION TO 
OTHER SUB- 
JECTS 
Geometry 



RELATION TO 
INDUSTRY 
W oodturning 



Geometry — A tangent Manufacture of 

to a circle is perpen- Engines and Ma- 

dicular to a radius at chinery. 
the point of tangency. 



Geometry — 
Construction of hexa- 
gon, octagon and pen- 
tagon. 
Descriptive 
Geo inetry — revolution 
of planes and points. 



Drafting — Practical 
methods of construct- 
ing octagon and hexa- 
gon, having given a 
side or the diagonal 
or the diameter. 



V — Revolution of 
Solids 

(a) two views 
of object with 
sides parallel 
to planes of 
projection. 

(b) ditto, ob- 
ject tipped to 
a given angle 
with the hori- 
zontal plane. 

(c) ditto, ob- 
ject tipped to 
giving angle 
with the verti- 
cal plane. 

(d) ditto, ob- 
ject tipped to 
giving angles 
with both 
planes. 



Cube 

Cross 

Angle Block 
Square pyramid 
Rectangular prism 
Triangular prism 



Descriptive 
Geometry — revolution 
of solids. 



Architectural and En- 
gineering Drafting. 



VI — Developments 

(a) Prism 

(b) Cylinder 

(c) Pyramid 

(d) Cone 



Prism cut by a 
plane. Cylinder cut 
by a plane. Pyramid 
cut by a plane. Fun- 
nel, pan. 



Analytic geometry 
Construction o f 
ellipse, plotting 

curves. 



linsmithing — 
Pattern drafting. 



62 



GROUP 



VII— 


-Intersections 


(a) 


centers in the 


same plane 


(b) 


centers in dif- 


ferent planes. 


VIII- 


-Lettering 


Emphasis on 


(a) 


placing 


(b) 


form 


(c) 


slant 


(d) 


spacing 


(e) 


stroke 



PROBLEMS 

Cylinder cut by a 
prism. Two cylinders 
of diflferent diameters 
intersecting. Sphere 
cut by a prism. 



RELATION TO 
OTHER SUB- 
JECTS 
Analytic geometry 
Plotting curves. 



RELATION TO 
INDUSTRY 

Cornice-making — 

Patterns for inter- 
sectiong parts. 



Gothic alphabet and Design — study of Commercial designing. 
figures. composition. Drafting. 

Texts in freehand, 
hairline, gothic, stump 
writing. 



IX — Working Towel-roller 

Drawings table, stool. 
Furniture screen, cabinet 



Woodworking. 



Furniture designing 
and manufacturing. 



X — Working Wrench, pulley cou- 

Drawings pling, pillow block. 
Machine part 



Machine tool work. 



Manufacture of Ma- 
chinery. 



XI — Building plan 
Floor plans and 
elevations or per- 
spectives 



Summer cottage, rail- 
way station, small 
suburban house. 



Freehand drawing. 



Architecture 
Building. 



Suggested Treatment of Prorlems in Bench Work 



PROBLEM 
Bench-hook 



Specimen of wood 
for museum 



Book-rack 



RELATED 
DRAWING AND 
DESIGN 
Working drawing to 
be made, or working 
drawing given to work 
from. 

Working drawing. 



Design freehand the 
contour of end and 
base. Make design 
for ends. Make work- 
ing drawing to scale 
and full size drawing 
of end. Study of 
color of finish. 



RELATION TO 
OTHER SCHOOL 
SUBJECTS 
Botany. — Study of 
pine tree, how trees 
grow, sap wood and 
heart wood. 

Botany. — Study of se- 
lected trees, charac- 
teristics of different 
woods, classification 
of woods. 



RELATION TO 
INDUSTRY 

Lumbering. — L o g - 
ging, sawing, season- 
ing. 

Manufacture of Nails. 
— Process, sizes. 
Forestry. — Geograph- 
ical distribution of va- 
rieties, trees studied, 
tree planting. 

Furniture making. — 
Selection of wood 
with reference to cost, 
ease in working, du- 
rability, finishing. 
Manufacture of Sand- 
paper. — How made, 
grades. 



63 



PROBLEM 

Towel-roller 



Drawing-board 



RELATED 

DRAWING AND 

DESIGN 

Working drawing 

(Design may be made 

for back and ends.) 



Working drawing. 



RELATION TO 
OTHER SCHOOL 
SUBJECTS 
Geometry. — To in- 
scribe an octagon in 
a square. 



Botany. — Study 
annular rings 
wood. 



of 



RELATION TO 
INDUSTRY 

Manufacture of 
Screws. — How screws 
are made, kinds of 
screws, for wood, 
sizes. 

Cabinet making. — Se- 
lection and use of 
wood with reference 
to shrinkage and 
warping. 

Manufacture of Glue. 
— ^What glue comes 
from and how refined. 



Tee Square 



Stool 



Working drawing. 



Freehand Sketch con- 
structive design, fol- 
lowed by working 
drawing. 



Botany. — Porous 


Instrument Making. — 


woods, and close- 


Selection of woods for 


grained woods — ash 


smoothness and for 


and maple, for ex- 


holding of shape. 


ample. 




Botany. — Study of 


Millwork. — Quarter 


Medullary rays in 


sawing. 


wood. 





For the second unit in manual training to be used for entrance credit, selection 
may be allowed as follows: 

1. Machine Drawing, — 120 or 240 hrs. 

Wood Turning and Pattern Making, including principles of molding, 120 



2. 
hours. 
3. 
4. 
5. 



Wood Turning and Furniture and Cabinet Making, 120 or 240 hours. 

Forging, 120 hours. 

Machine Shop Practice, 120 or 240 hours. 
Any combination of the above groups may be made, provided at least 120 
hours of work are offered from each group. (For complete outline of the above 
courses, see Conference Proceedings, 1910, pp. 49-58.) 

23. MUSIC. 
At the present time (June, 1915,) no high schools are accredited 
in Music, and credit is therefore given only by examination at the 
university. As soon as possible, however, schools offering acceptable 
work in music will be accredited to the extent of one or two units. 

Following are the Definitions of Units for Accrediting: 
Courses in Harmony, History of Music and Musical .Appreciation will be 
accredited on the same basis as other High School courses, namely: Five hours 
of recitation per week and five hours of preparation per week for 36 weeks will 
receive one unit of credits. Five hours of recitation per week without prepara- 
tion will receive one-half unit. Written work will be required in all courses, but 
preeminently in Harmony. 



64 

I. HARMONY, FIRST YEAR. 
Elemeuts of musical notation; Construction of Major and Minor scales; 
Keys; Signatures; Intervals; general and specific; Key relationships; Conson- 
ances and Dissonances; Triads, Primary and Secondary; Inversions of Triads; 
Chord Progressions; Simple Melodies harmonized with Tonic Dominant and 
Sub-dominant harmonies. 

SECOND YEAR. 

Eeview of Triads; Seventh chords. Primary and Secondary; Harmoniza- 
tion of simple Melodies with Triads and Seventh Chords; Harmonic Analysis; 
Original Work. 

II. History of Music: A Text-book course, with recitations and written 
work, touching the beginnings of music, and including a fairly comprehensive 
study of the development of music since A. D. 1600 and acquaintance with the 
lives and productions of the greatest composers and performers. One year. 

III. Music Appreciation based upon the standard choruses and instru- 
mental selections from the works of the great composers of each epoch, with in- 
structions in Elementary Theory, Sight-Singing and Ear-Training. One year. 

IV. A composite course may be offered including Harmony^ History of 
Music and Musical Appreciation, any two of these subjects, and subject to the 
same regulations, with the added specification that in such a course at least 
one recitation per week in Harmony, with written preparation, shall be included. 
Two years. 

V. Eegulation regarding Teachers. 

No High School Music will be accredited for entrance to the University 
where the Teacher of Harmony or History of Music to be offered for accrediting 
has not had at least a year of study in the subject to be taught in some pro- 
fessional training school, unless he has received a diploma or degree from some 
recognized institution for the training of musicians or music teachers. 

24. PHYSICS. 
One year's high-school work covering the elements of physical science as pre- 
sented in the best of the current high-school text-books of i)hysics. Laboratory 
practise in elementary quantitative experiments should accompany the text-book 
work. The candidate's laboratory note-book will be considered as part of the 
examination. 

Following is a syllabus for a one year course in Physics as adopted 
by the Physical Science Section of the High School Conference, No- 
vember, 1912: 

Syllabus for Physics. 
I. Introduction. 

A. Metric system. 

Linear measure, units: meter, centimeter. 
Square measure: centimeter only. 
Cubic measure: cubic centimeter, liter. 
Mass: kilogram, gram and decimal parts. 



65 

B. States of matter. Defined and explained. Kinetic theory of matter. 

C. Properties of matter, illustrated and explained. This should include 

a study of the evidences of molecular motions and molecular forces 
in solids, liquids and gases. 

D. The moisture in the air. Including a study of couditions necessary 

to the formation of dew, fog, rain, snow, etc. 

E. Evaporation. The conditions affecting it and the results produced 

by it. 

II. Force and Motion. 

A. Forces: kinds, their measurements and graphic presentation. 

B. Motion, forms. Newton's laws of motion: inertia, momentum, and 

reaction. 

C. Eesolution of forces. Uses, applications. 

D. Moment of force, defined, explained. Parallel forces. 

E. Gravitation and Gravity. 

1. General law. 

2. Causes of variation in weight. 

3. Weight is proportional to mass. 

4. Center of gravity, how determined. 

5. States of equilbrium. Stability. 

F. Falling bodies. 

G. Curvilinear motion, centrifugal force. 

III. Work and Energy. 

A. Work, definition, measurement. 

B. Energy, five forms, two kinds, formulas, measurement. 

C. Power, units, relation, problems. 

D. Machines, use terms "effort" and "resistance." Mechanical ad- 

vantage. 

E. Lever, three classes, applications. 

F. Wheel and Axle and PuUey, applications. 

G. Inclined plane. (Effort parallel to incline.) 
H. Eflftciency and Friction. Measurement, uses. 

I. Power tests of motors and engines. 

IV. Hydrostatics. 

A. Gravity pressure: varying depth, area, density of liquids, direction, 

shape of vessel. Communicating vessels. Problems on rectangular 
areas only. 

B. Pascal's law. Areas given, applications. 

C. Laws of buoyancy. 

1. Archimedes ' principle. 

2. Laws of flotation. 

3. Problems. 

D. Specific gravity and density. 

1. Specific gravity of solids. 

Bodies denser than water. Problems. 



m 

2. Specific gravity of liquids. 
a. Bottle method. Problems. 

V. Pneumatics. 

Gas pressure due to (,1) gravity, (2) molecular motion. 

A. Weight and pressure of the air. 

1. Evidences (qualitative). 

. Measurement. Use of barometer. 

B. Kelation of volume and pressure. Boyle's law. 

C. Applications: Pumps, — air, lift, force, us€ of air dome; siphons, 

baloon, 

VI. Heat. 

A. Heat, detinitiou, its sources and effects. 

B. Temperature, measurement. Thermometers, their construction and 

limitations. 
0. Expansion: 

a. of solids, (qualitative). 

b. of liquids, anomalous expansion of water, 
e. of gases, absolute zero. Law of Charles. 

D. Modes of Transmitting Heat. 

1. Conduetion ~| discussed 

2. Convection L and 

3. Eadiation J illustrated. 

4. Applications in heating and ventilation. 

E. Heat and Work. 

a. Mechanical equivalent. 

b. Explanation of the action of heat engines. 

F. Measurement of heat. Calorie and B. T. U. Specific heat. 

G. Change of state. Heat of fusion and vaporation. 
Determination, effects, applications. 

VII. Magnetism and Static Electricity. 

A. Magnets: natural, artificial, permanent, temporary. 

B. General projjerties of magnets. 

C. Magnetic induction and the molecular theory of magnetism. 

D. The earth's magnetism as shown by: 

1. Magnetic compass. 

2. Magnetic ilip and declination. 

3. Magnetic induction of the earth. 

E. p]lectrification l)y friction, kinds of electric charges. 

F. Conduction and theories of electricity. 

G. Electrostatic induction and electric fields. 
Distribution of charges. 

H. Electric condensers and capacity. 

VIIT. Current Electricity. 

A. Electric circuits and conilitions necessary for the production of elec- 
tric currents. 



67 

B. The simple cell, action, polarization and local action. 

C. Practical voltaic cells. 

1. Leelanche, wet and dry, ^ Construction, 

L Action, 

2. Daniel! cell. J Uses. 

D. Magnetic effect of electric currents. 

1. Electromagnet, electric bell, telegraph. 

2. Relation between current and magnetic field. 

3. Use in current measuring instruments : voltmeter and ananeter. 

E. Resistance and Ohm's law. 

1. Conditions affecting resistance. 

2. Effect of combining conductors in parallel series. 

3. Measurement. 

a. Volt-ammeter method. 

b. Wheatstone bridge method. 

F. Chemical effect of an electric current. 

1. Electrolysis of water. 

2. Electroplating. 

3. The storage battery. 

G. Electric power and its determination. 
H. The heat effect of electric currents. 

1. Fuse wiie. 

2. Electric heating and cooking. 

3. Arc and incandescent lamps. 
I. Electro-magnetic induction. 

Production 

Illustrated by magnets 



Laws 



Intensity 



and coil with bar magnet. 
Direction 
J. The dynamo — two-pole field, single rotating loop or coil, alternating 

and direct. 
K. Simple electric motor, two poles. Efficiency of an electric motor. 
L. The induction coil and transformer. Uses. Differences. 
M. The telephone. 
N. Wireless telegraphy. 
IX. Sound. 

A. Nature, source, speed, medium. 
Reflection of sound, echoes. 

B. Waves and wave motion. 

Illustrated by water waves showing reflection, refraction and inter- 
ference. 

C. Characteristics of sound. 

1. Intensity — conditions affecting. 

2. Pitch, and rate of vibration. 

3. Quality and overtones. 

D. Interference, beats, discord. 



68 

Resonance, sympathetic vibrations. 

E. Musical scales, diatonic and teiiii)eied, uses. ■ 

F. Laws of vibrating strings ami air i-oliinins. 

G. Types of musical instruments. 

} plates or membranes, 
strings, 
air columns. 

Light, 

A. Rectilinear propagation of light, speed. 

1. Shadows. 

2. Pinhole camera. 

B. Photometry. 

L Intensity of light (source) and intensity of illumination dis- 
tinguished. 
2. Law of inverse squares. 

C. Reflection. 

1. Law of reflection. 

2. Regular, difl'used. 

3. Plane mirrors, position and character of image. 

D. Refraction. 

1. Definition and explanation. 

2. Refraction of parallel sided plates. 

3. Refraction by prisms and lenses. 

E. The formation of images by lenses. 

1. Converging and diverging lenses. 

2. Position and character of images formed by converging lenses, 

F. Optical instruments. 

1. Eye, camera. 

2. Microscope, simple, compound. Telescope. 

G. Color and spectra. 

Dispersion, achromatic lenses. Uses of spectra. 
H. Interference and polarization. 
The nature of light. 
Medium, length and character of waves. 

Suggested List of Experiments in High School Physics, 
Mechanics. 
(Twelve of the starred experiments are recommended as a minimum.). 
Preliminary. 
*1. Measurement of length. Compare English and metric measurements. 

2. Measurements of volume. (Teach use of calipers.) 

3. Vernier calipers. 

4. Micrometer calipers. 

*5. Study of graphs. (Use grnjih to show the relation between English 
and metric units.) 



69 

II. Mechanics of solids. 

*6. Parallelogram of forces. 

*a. Problem : Crane stresses or some other practical exercise in- 
volving balanced forces acting at angles with one another. 
*7. Parallel forces. 

*a. Problem : Center of gravity. 
*8. The lever and the principle of movements. 
*9. The inclined plane. (Efficiency of a machine.) 
*10. The pulley. The wheel and axle. (Mechanical advantage.) 
*11. Elasticity and Hooke's law by: 

*a. Calibration of a spring or by use of Jolly balance. 
*b. Bending rods, 
c. Twisting rods. 

12. Cohesion. The breaking strength of a wire. 

13. Friction. 

*14. Falling bodies. 
*15 The pendulum. 
III. Mechanics of Fluids. 

*16. Density of water. (Use of beam balance.) 
*17. Archimedes principle. 

a. Bodies that sink in watei*. 

b. Bodies that float in water. 

*18. Specific gravity of solids denser than water. 

a. By a spring or beam balance. 
*19. Specific gravity of solids less dense than water. 

a. By a beam or spring balance. 
*20. Specific gravity of a liquid by: 

a. Spring or balance beam. 

b. Specific gravity bottle. 

c. A constant weight hydrometer. 

d. A U tube. 

e. AY tube. 

*21. Measuring air pressure. Use of a barometer. 
*22. Measurement of pressure: 

*a. Of liquids at varying depths. 

*b. Of gas or water pressure. 
*23. Boyle 'slaw. 

Heat 

(Five of the starred experiments are recommended as a minimum.) 

*1. Testing the fixed points of a mercury in glass thermometer. 

*2, Relative conductivity of various solids. 

*3. Coefficient of linear thermal expansion of a solid. 

*4. Calorimetry. Mixing water at different temperatures and determining 

the thermal capacity of the calorimeter. 
*5. Determination of specific heat by the method of mixtures. 
*6. Determination of heat of fusion. 



70 

•7. Determination of heat of vaporization. 
'8. Determination of flew point of the atmosphere. 

9. a. Det«rmination of the change of volume of a gas at constant pres- 
sure, with change of temperature, 
b. Determination of the change of pressure of a gas at constant 
volume. 

10. Fixing of melting and solidifying ]ioint. 
*n. Vapor tension of alcohol. 

Electricity and Magnetism. 

(Ten of the starred experiments are recommended as a minimum.) 
*l. Fundamental facts of magnets. 
*-. To map the tield of a magnet. 

a. By blue print. 

b. By a comp>ass. 

3. Magnetic induction and the earth 's magnetism. 

production of static electricity by friction. A study of conductors 
and insulators. 
5. Electrostatic induction, condensers. 
*6. Study of simple galvanic cells. 

*7. Study of the magnetic field about wires carrying an electric current. 
*8. Study of the electromagnet. 

*9. Study of electric bell, telcgra])h, sounder or relay. 
*10. Study of a galvanometer or ammeter, using same in electric circuits. 
Ohm's law, 

11. Study of two fluid galvanic cells. 
*12. Study of electrolysis. 

13. Electromotive forces of various cells by: 

a. Use of volt-ammeter. 

b. Use of ammeter with a constant resistence. 

*14. Arrangement of cells in connection Avith varying external resistance. 
*15 Measurement of resistance of wires by: 

a. Wheatstone bridge method. 

b. A^'olt-ammeter method. 

*1H. A study of resistance connected in series and in parallel. 

17. Effect of temperature u])on resistance of wires. 

*18. Electromagnetic induction. 

*19. Study of dynamo or motor. 

Sound. 
(Three of the starred experiments are recoTtuiiendod as a niinimum.) 
*1. Study of wave motion by use of wave trough. 
*2. Velocity of sound in air. 
*.'5. Wave length of sound in air. 
*4. Number of vibrations of a tuning fork. 
*•>. Interference of sound. 
*6. Laws of vibrating strings or air columns. 



71 

Light. 

(Six of the starred experiments are recommended as a minimum.) 
1. Images formed by a pin-hole aperture. 
^'2. Photometry. 

a. Study of the effect of distance upon intensity. 

b. Comparison of intensities. 

■"3. Law of reflection, images in a plane mirror. 
*4. Images in a concave mirror. 
5. Images in a convex mirror. 
*6. Study of refraction by plate, prism, lens. 
*7. Index of refraction of glass or Mater. 
*8. Determination of the principal focus of a convex lens and a study of 

real and virtual images formed by it. 
*9. Study of tT\o of the following: 

a. Kefracting telescope. 

b. Compound microscope. 

c. Opera glass. 
*10. Study of spectra. 

Practical Applications. 

The following list gives a few of the applications of the principles involveil in 
the various experiments or cases in which they must be taken into consideration. 

Exp. No. Mechanics. 

6. Wind and current pressure on sails and rudder of a ship, on planes of an aero- 

plane, on rudder of canal boat. 

7. Bridge trusses. Single and double tree. 

8. Shears, nut-cracker, crowbar, nail puller, balance, steel-yard, pump-handle, 

boat oar, bracket, safety-valve, human arm, pincers, wheel-barrow. 

9. Screw, wedge, ladders, lifting jack, screw press, gang plank, vise, screw pro- 

peller, air fan, inclined railroads. 

10. Block and tackle, geared cap-stem, windlass, derrick, water wheels and tur- 

bines. 

11. Spring balance, spiral springs and wagon springs. Structural beams and 

trusses, shafting. 

12. Suspension bridge, two lines. 

13. Bearings, friction gears, belting, brakes, wheels on roadway. 

14. Eange of projectiles. 

15. Clocks, determination of acceleration of gravity, metronome, work of bureau 

of standards. 
17. Balloons, ships, life preservers, floating dock. Buoyancy of air. 

20. Lactometers, Alcoholometers. 

Testing for adulteration of milk, oil, etc. 
Gravitational separation of liquids, cream separator. 

21. Study of pumps, open manometer, siphon. 

22. Construction of dams, siphon, standpipe, hydrostatic press. 

23. Diving bell, caisson, closed manometer, compressed air, air brakes, bellows. 



72 

Sound. 

I. Illustration ol' iiheuonuMia of wave motion. 

iStationarv wavos, reflection, ici'iactiou, interference. 
-. Acoustics of buildings. 

Organ pijies (length of) echoes. 
•'!. Comparison of pitches, nieasureniciil uf time intervals. 

0. Harmonj'. 

(5. Stringed instruments. 
;5, 4, 5. Theory of music. 

Heat. 

1. Calibration of thermometers. Bureau of standards, 

2. Great variation in conducting power of substances. 

3. End rollers on bridges. Dial thermometers. Spacing of railroad rails. Com- 

pensation pendulum, balance wheel. Metallic thermometers. Thermo. 

regulators (thermostats). 
S. Heating and ventilation. Convection currents in nature, trade \vinds, ocean 

currents. 
G. Ice in refrigerator, cooling of buildings. 

7. Steam heating. Steam engine. Jec making, cold storage. 
S. Hydrometers, fogs, clouds, rain, snow. 

!). Gas, thermometer, 
lit. Alloys, waxes. 
S. Better understanding of heat engines. 

5. Eclipses. ^^S^^- 
1. Action of camera. 

12. Comparison of light intensities. 

'■}. 4, 5. Optical instruments, reflectors for vehicle lamps, search lights, etc., 
sextant. 

6. Displacement of objects through glass 
Position or direction of immersed objects. 
Reflection by right angled prism. 

8, 9. Optical instruments, microscoi>es, telescopes, collimator, eyeglasses, pro- 

jection lantern, photograjihic camera, stereoscopes, 
in. KSpectronieter and spectrum analysis. 
S. Saccharimeter, polariscopes. 

Electricity and Magnetism. 
1, 2, 3. Ships compass, dipping needle, etc. Magnetic separation of metals. Mag- 
netic charts, etc., of Bureau of Commerce and Lalior. 
4, 5. Electrometers, lighting rods, condensers. Roentgen rays, generators, etc., 
brush discharge from high potential lines, static charge produced by 
belts, grounding by combs. 
It. illectromagnetic apparatus, soumlers, relays. 

10. Galvanometers, ammeters, voltmeter. Measurement of electric current, etc. 
S, 9, 10, Meters. 



73 

16. Calculation of electric circuits, use of tables, transmission, lighting, traction 

system, etc. 
17S. Safe carrying capacity 

S. Electric lighting, electric heating. Heating irons. Use of tables. 
13, 14. Terminal potential of current sources. 

18, 19. Telephone, induction coil, induction motor, dynamo, motors, tiansformers, 
electric lighting and motive power. 

25. PHYSICAL GEOGRAPHY. 

The amount and character of the work required may be seen by referring to 
the texts of Gilbert and Brigham, or Davis; the recitations must be supplemented 
by at least an equal amount of time devoted to laboratory Avork. The laboratory 
exercises should follow one or more lines such as are indicated below. Each stu- 
dent should prepare a note-book showing what he has done. 

(a) Studies in mathematical geography in which map and scale only are 
used. These should embrace such topics as length of a degree in longitude in 
various latitudes; length and breadth of continents, etc., in degrees and miles; 
relative latitudes of places; distances between cities, etc., in degrees and miles; 
difference in length of parallels and meridians; problems in time; location of 
time belts, etc. 

(b) Studies of local topographic features which illustrate the various phases 
of stream work. Each study should include a drawing or topographic map of 
the object, and a full, clear description of the way in which it was formed. 

(e) Studies of glacial deposits as shown in terminal and ground moraines, 
kanies, eskers, etc. ; distribution of dark and light colored soils ; occurrences of 
lakes, ponds, gravel beds, clay banks, and waterbearing strips of sand and gravel. 

(d) Studies of stream work as shown in the topographical sheets which may 
be obtained from the United States Geological Survey at a nominal cost. 

(e) Studies of the form, size, direction and rate of movement of high and 
low barometer areas, and the relation of these to direction of wind, character of 
cloud, distribution of heat, and amount of moisture in the air, as shown in the 
daily weather maps. Later these studies should lead to the making of weather 
maps from the data furnished by the daily papers, and to local prediction of 
weather changes based on the student's own observation. 

(f) Studies of the climate of various countries compared with our own, the 
necessary data being derived from such topographic, rainfall, wind, current, and 
temperature maps as are found in Sydow-Wagner 's or Longman 's atlases. 

Note. — For a good Physiography syllabus for the state of Illinois see Conference Pro- 
ceedings for 1913, pp. 174-197. 

26, PHYSIOLOGY. 
For one-half unit: The anatomy, histology, and physiology of the human 
body and the essentials of hygiene, taught with the aid of charts and models to the 
extent shown in Martin's Human Body (Briefer Course). For more than one- 
half unit, the course must include practical laboratory work. 



74 

27. SPANISH. 

First Year's Work. — Elementary grammar, including thorough drill in the 
irregular verbs; careful training in pronunciation, and translation of simple Span- 
ish when spoken; reading of about 100 pages of easy jirose; simple composition and 
dictation. 

Second Year's Work. — In addition to the foregoing, about 300 pages of mo<l- 
ern prose; elementary syntax; dictation, composition, and translation of spoken 
Spanish continued. 

28. TRIGONOMETRY. 

The work should cover the field of plane trigonometry, as given in standard 
text-books, including the solution of right and oblique triangles. Special empha- 
sis is placed upon the solution of practical problems, trigono-netric identities, and 
1 rigonometric equations. 

29. ZOOLOGY. 

The instruction must include laboratory work equivalent to four periods a 
week for a half-year, besides the time required for text-book and recitation work. 
Note-books and drawings must be presented to show the character of work done 
an<l the types of animals studied. The di-awings are to be made from the objects 
themselves, not copied from illustrations, and the notes are to be a record of the 
student's own observations of the animals examined. The amount of equipment 
and the character of the surroundings must, of course, determine the nature of the 
work done and the kind of animals studied; but in any case the student should have 
at least a fairly accurate knowledge of the external anatomy of each of eight oi 
ten animals distributed among several larger divisions of the animal kingdom, and 
should know something of their life histories and of their more obvious adapta- 
tions to environment. It is recommended that special attention be given to such 
facts as can be gained from a careful study of the living animal. The names of 
the largest divisions of the animal kingdom, with their most important distinguish- 
ing characters, and with illustrative examples selected, when practicable, from 
familiar forms, ought also to be known. 

The following suggostivo syllabus tor Zoology was presented at 
the 1912 Conference: 

A. Introduction. 

In making this second step toward the formulation of a syllabus for the teach- 
ing of biology in the high schools of Illinois, your committee desires to refer you 
to the following statement made in the introduction to our report last year: 

"A course in high school l)iology should seek the following, among the possible 
things: 

"1. The production and conservation of a vital interest in plants and 
animals. 

"2. An appreciation of the human values of plants and animals. 

' ' .3. The encouragement of the attitude of raising and solving problems con- 
cerning plants and animals. 

"4. Some ability to use the library, the field, and the laboratory in individual 
pursuit of these interests. 



75 

' ' 5. The ability to sustain interest in these problems through eoni-iderable 
periods. 

"6. A sense of the way in which organisms respond to the environing cou- 
ditiong. 

* ' 7. An elementary conception of development and of the evolutionary series 
of animals and plants. 

"8. Some knowledge of living material; its organization in plants and ani- 
mals; its properties and the relation of these to the activities of the organism. 

' ' 9. Some experience in classification of organisms — theoretical and practical. 
' ' 10. A conception of the place of man in the biological series, along with the 
conviction that this does not invalidate, but rather heightens, the meaning of all 
the higher human qualities. 

"11. A sane, wholesome appreciation of the origin and meaning of the sex, 
and of its bearing on human life. 

' ' The committee believes that it is not desirable, even if possible, to have uni- 
form courses in biology in the different schools of the state. We believe, however, 
that all exercises in all schools should be handled in such a ^^ay as to secure the 
' scientific habit, ' which includes among other things — the habit of correct observa- 
tion ; of accurate expression of these observations both by means of notes and draw- 
ings; of discriminating between superficial and essential observations; of correct 
thinking; and of willingness to retest the final conclusions when new evidence 
appears. ' ' 

In the report of last year we undertook merely to indicate some general types 
of exercises which, in our opinion, were essential to an elementary course in zoology 
and in botany. In accordance with our instructions to proceed further with this 
work, it becomes necessary for us to indicate more exactly the special exercises, 
under these general types which were approved by you, which might be expected 
to accomplish the aims upon which we are agreed. This report offers tentatively 
such a list of topics for the subject of zoology. 

The committee realizes that this is an unsatisfactory stage in which to report 
our progress — in that it goes beyond the sure ground of the very general statements 
in the first report, and yet does not give sufiicient detail to justify itself as a 
manual. Without elaborate description, impossible in the limits of such a report, 
many of these exercises may appear to teachers as indefinite and equivocal. Effort 
has been made, however, to add such suggestions as will enable the teacher at least 
to see Avorkable territory in each of the exercises. 

If the conference wishes to go any further in this matter, the next step is the 
preparation, or the selection, of a practical manual of zoology in which each of the 
topics is elaborated in a suggestive way, with citations to some of the zoologies in 
current use in high schools, in connection with which this detailed syllabus might 
be used. It is hoped that this may be accomplished by the time of the next meet- 
ing, in case you decide to take this further step. One such exercise (Exercise No. 
1) is given in detail, to illustrate what is possible. 

Concerning the list of exercises, offered in the present report, the committee 
wishes to make the following remarks : 

1. It is thoroughly well understood that all the exercises listed here cannot 
be handled in a scholarly way in one term, or even two terms. It is equally true 
that Fome teachers and some schools will be better fitted to emphasize some of the 



76 

exercises, and others for equally good reasons will prefer to use others. It is not 
the purpose to secure perfectly uniform iron-clad courses of zoology in our schools. 

2. Teachers should feel free, therefore, to bend such a list of subjects to their 
needs. It is suggestive rather than final. It is intended to give a standard which 
shall include the chief things for which a secondary course in zoology should stand, 
and a suggestion of some of the kinds of exercises that may be used to meet these 
enda. 

3. In case a whole year is given to zoology, with approximately five periods 
weekly, some of which ought to be double periods, something like one day could be 
given, on the average, to each of these proposed exercises. But even under these 
circumstances it will be found that the exercises are not of equal interest, import- 
ance, or difficulty ; some may be very much abbreviated, or even omitted, and others 
will require much more than a double period to work out even in a superficial way. 
Some of the exercises may readily be elaborated so as to give profitable work for 
several days. In other instances two or more exercises may be concluded at one 
period. No teacher must allow any text-book or syllabus to determine the rate of 
passage through the subject ; the interest and interests of the pupils, his own con- 
ception of the objects to be reached in the particular course, the degree to which 
the exercise is accomplishing the proposed objects, and such considerations must 
control his progress and his emphasis. 

4. In schools where only one-half year of five periods a week is given to 
zoology, the teacher and class should select such exercises as seem to them most 
worth while — provided some exercises from each of the general realms are selected. 
The pupil should be induced to work and think in each of these main fields in order 
to have the subject fairly opened up to him. The amount of emphasis upon each 
field can well be left to be determined year by year in various schools in accordance 
with the principles suggested above. 

5. The following exercises lend themselves to expansion: 8, 9, 19-29, 34-5:'), 
and almost any of those in Series X-XrV^. The following are readily subject to ab- 
breviation and combination: 10-13, 58-72, 93-105. Certain groups of exercises 
may be shortened, and yet retain a large part of their suggestiveness by assigning 
different exercises to different pupils for careful investigation ; the results of these 
studies to be reported to the class, and there discussed. This is peculiarly true of 
Series VIII, XI, XIV— and, if necessary, XII and XIII. 

6. In respect to order, it will be apparent to the teaeh;>r that some of these 
groups of exercises, if they are to be used at all, naturally belong where they arc 
placed; others may readily be shifted into adjustment with the text-book in use, or 
with other conditions confronting the teacher. 

Series I and II should naturally come very early ; the calendar study for each 
pupil should be selected as soon as the pupil gets sufficient glimpse of the field to 
enable him to put some personality into the selection ; the study of the representa- 
tive animal should come while the animals chosen are plentiful and active; the 
Economic Studies (Series VIII) should come whenever the conditions are best for 
the study of each of them, since their arrangement is in no sense chronological; the 
same is true of Series XI — the development of animals. Most of the other series 
can be shifted to meet the local needs. The studies in Series XIV might very ap- 
propriately be assigned, one by one, at opportune points, through the course, for 
ihe purpose of enlivening interest and thus motivating the course. 



77 

Finally, your committee, in the light of its conviction that rigidly uniform 
courses are unwise, and in recognition of the diversity of views among equally good 
teachers, would suggest, without any definite recommendation, the following as the 
possible future constructive tasks of this section in the interest of the teaching 
of high school biology in Illinois: 

1. The selection, or the formation, of a practical manual of zoology on the 
basis of the present report. 

2. The preparation or selection of a practical syllabus and manual of botany 
in the same general spirit. 

3. The preparation of a practical manual of biology, in which botany, 
zoology, and human physiology are really unified and not merely welded. 

B. A Suggested Outline of Exercises for Practical Work in Zoology. 

I. Introdnctory. Exercises for Appreciation. (Exercises 1-4.) 

Purpose: To secure, early in the course and in an informal way, such a view 
of the subject-matter of biology and its relations to life that the student may have 
a real appreciation that will beget responsiveness. 

Ex. 1. The Attractiveness of Nature. An informal study frpm memory, and 
a discussion, of the elements that tend to make nature beautiful and attractive to 
man. 

Exercise 1, illustrated in detail. 
Method: An exercise like this, may properly take the form first, of a con- 
ference of the class indoors, followed by an informal excursion to the nearest par- 
ticularly attractive point of natural interest. Stereopticon, or other pictures, may 
be used very profitably to supplement, or even replace the excursion if the latter is 
not possible. The spontaneous expression of the pupil should be encouraged. The 
' ' Scientific Method ' ' may properly be held in abeyance in these first exercises. 

Topics : 

1. The Student's Memory of Sis Most Beautiful Natural Vieiv. What kinds 
of things helped make it beautiful? What part did the form of land play in it"? 
What part, water? What, clouds and "atmosphere"? What part did living ob- 
jects, plant, or animal add? Why do you think such things seem beautiful to 
humans? Do you think this quality of appreciation in us can be cultivated and 
strengthened? Do you think it would, on the whole, add to the pleasure and value 
of life to strengthen it? Is it quite wise on our part to wait until we find all these 
elements of beauty in one place and in extremer degree, before we allow ourselves 
the pleasure and inspiration that come from appreciating them ? What is the first 
quality we should try to cultivate in ourselves in order to get this pleasure? What 
next? 

S. The Special Contribution of Living Objects to Natures Attractiveness. 

As you think of the beauty of the earth, what is added to it by plants? In what 
ways do animals add to it? Mention what seem to you now the chief beauties and 
interest of plants ; of animals. Supplement with appreciative literature, and with 
pictures in which plants and animals are attractively represented. 

Ex. 2. The Attractive Natural Points, Locally. A visit, a report, and a dis- 



cussion of the most beautiful natural conditions in reach of the class, which may 
make a concrete test of the general conclusions in Exercise 1 concerning the 
beauties of nature. 

Ex. 3. The Pupils' Present Knowledge of Plants. A summing up of the 
knowledge of the class respecting plants, their characteristics, their value to ani- 
mals and to men, their place in human industry and business. 

Ex. 4. The Pupils' Present Knowledge of Animals. A similar inventory of 
their appreciation of animal values and relations. 

II. Introducing to the Library and the Field. (Exercises 5-9.) 

Purpose: To acquaint the student with the books he will use, to teach him 
how to use them, to enable him to go willingly and with intelligence to the ' ' field ' ' 
in search for real problems and real solutions. 

Ex. 5. A Library Exercise. Examination of available books, the making 
of a selected, classified list of a limited number, together with some broad esti- 
mate of the characteristics of at least a few of them. Discussion in class. 

Ex. 6. A Preliminary Survey of the Territory. Examination by each student 
of a selected territory, with notes, and a map showing its general character. Ee- 
ports. A list of questions suggested to the student by the study. 

Ex. 7. A Special Survey of a Limited Territory. A general study, and report 
on the study, of all the observed animal life of a small area selected by the student. 
A list of the pupil 's questions arising out of the study. 

Ex. 8. A Collecting Excursion. The collecting and keeping in good condition 
of all animals captured on a special excursion ; with notes about all animals found. 
List of questions for further study. 

Ex. 9. Eough Identification of Animals Collected. Use of pictures, descrip- 
tions, and simplest possible keys, etc., to locate in a general way, the animals col- 
lected. This exercise may be extended, with profit, over several periods. 

III. Introducing to the Laboratory and Microscope. (Exercises 10-13.) 
Purpose: To acquaint the student with the general nature of work in the 

laboratory; to introduce him to the most remarkable instrument which we have to 
aid us in such studies; to enable him to get a mastery of the tlementary use of the 
low power of the microscope. This series should be reduced to one or two exercises 
unless each student, or pair of students, has access to an instrument. 

Ex. 10. The Construction of the Microscope. To get the main facts about 
the microscope, to suggest the uses of the parts, to show how structure and function 
are related. 

Ex. 11. Securing Illumination. Theoretical and practical. 

Ex. 12. Securing Focus. Theoretical and practical. 

Ex. 13. Discovering the Effects of the Microscope on the Appearance of 
Objects. 

IV. Calendar Studies. 

Purpose: To bring the student into contact with some aspect of animal life 
in its successive relations through the year and thus encourage a sustained interest 
in some worth-while topic; to introduce the student to the seasonal rhythm of life 
and its meaning. 



79 

Method: These topics, preferably a different one for each pupil, should be 
selected early in the season, and should represent if possible some real interest of 
the student. There should be: 

(1) A clear statement of the topic of study. 

(2) An outline of the various methods of observation used. 

(3) A statement of the results of the observations. 

(4) Interesting or important conclusions based on the observations. 

(5) A report of any studies by other people on the same subject, as con- 
tained in the literature, and a comparison of such with the pupil 's results. 

Suggested Topics: 

1. Any exercises on the life history of animals. (See Exercises 95-107.) 

2. Some of the economic studies, (Exercises 34-54.) 

3. Eecord of the behavior of any common species of vild animals through 
the varying conditions of the year. 

4. The effect of the seasons on any of the great vital functions of animals — 
as reproduction, general activity, securing food, etc. 

5. Actual observable animal inhabitants of a given area of favorable terri- 
tory throughout the year, (Statistical and descriptive.) 

6. An account of the changes of the bird or other wild life of the community 
during the year. 

7. Certain questions of variation, heredity, natural selection, etc. (See also 
Exercises 119-142.) 

8. In general, any topic which suggests changes in the animal life day by day 
owing to climatic or other environmental conditions. 

Ex. 14. Selection of Calendar Studies. A careful discussion, and selection 
by each student, of some calendar topic. The elements to be considered in such 
selection. Discussion of the general method of attack. 

V. The Laboratory Method, and an Inductive Study of the Chief Differences 
between Inorganisms and Organisms, Plants and Animals. (Exercises 15-18.) 

Purpose: To use a few familiar objects to introduce the pupil to the scien- 
tific method and to get before him, free from new and puzzling knowledge, the 
steps that must be followed in order to reach right conclusions; to give him prac- 
tice in taking these steps; and to enable him to get for himself a definition of in- 
organic and organic, plant and animal. 

Ex. 15. Sand. Pebbles. Crystals. Observe, record, and compare the really 
observable characteristics of these. 

Ex. 16. Shells. Characteristics. Distinctive features; compare with sand, 
pebbles, and crystals. 

Ex. 17. Plants. Study as above. Limit record to student's actual observa- 
tions. 

Ex. 18. Animals. Study as above. General conclusions. What are, after 
all, the observable distinctions between these five classes of objects? 

VI. The Study of a Bepresentative Animal. (Exercises 19-29.) 

Purpose: The purpose of this series of exercises is to guide the student in 
forming the habit and ideal of accurate observation and in making a clear and 



exact record of observations; to cause him to study with some care and in some 
detail the relations of one type of animal to its natural environment; to allow him 
to discover the work which it is capable of doing, and its chief adjustments to its 
manner of living, and to appreciate the complexity of the organization of the ani- 
mal whereby it is enabled to do the work necessary for satisfactory living. (It is 
assumed in the following exercises that the grasshopper will be the most generally 
suitable animal.) 

Ex. 19. Eepresentative Animal: Introductory. A discussion of all the im- 
portant things that enter into the determination of what will be a suitable animal. 
Select in the light of this discussion. 

Ex. 20. Haunts and Habits of Life. A general study, in the field, of the 
place of living, general and special; kind of food used; relation to one another, and 
the like. Follow by reports and discussions in class. 

Ex. 21. Its Chief Activities. A study of its powers — iust what it can do; 
as motions, locomotion of various types, etc. A close study and analysis of the dif- 
ferences between these modes of action; and of the purposes of them. 

Ex. 22. The External Organs and Their Relation to thi! Kinds of Activity. 
A tabular display of the relation between the structures and their functions, 

Ex. 23. Sensitiveness. An observational and experimental study of the evi- 
dences of sensitiveness, the special kinds of sensitiveness, the location of the sense 
organs, the nature of the reponses, etc. 

Ex. 24. Sensitiveness (continued). Tabular display of senses, organs, stim- 
uli, etc. 

Ex. 25. The General Plan. The symmetry of the animal. What elements 
enter into symmetry? 

Ex. 26. The General Plan (continued). Comparison of the axes. The mean- 
ing of dorsal and ventral, anterior and posterior, right and left; and the location 
of the various organs in relation to these regions, and the reasons therefor. 

Ex. 27. General Plan: The Regions of the Body. A study of the form and 
function and relations of three regions, — head, thorax and abdomen. 

Ex. 28. Special Organs of the Three Chief Regions. A tabular display of all 
the organs related to each of the regions; their form, position, and functions, with 
drawings of them. 

Ex. 29. Review of Representative Animal. Questions to unify the results of 
the study, and to apply the proper descriptive names to the organs. 

VII. Comparative Work in the Phyhim to which the Eepresentative Animal 
Belongs. (Arthropoda.) (Exercises 30-33.) 

Purpose: To cause the student to compare other slightly known animals 
with the grasshopper, and thus further emphasize his picture of the latter; to 
enable him to realize that his knowledge of animals in general is not exact ; to give 
him a better conception of the group of insects and of its principal orders. 

Ex. 30, Off-Hand Comparison of Some FamiU'Or AninuiJs with the Grass- 
hopper. Enumerate from memory the main points of likeness and unlikeness be- 
tween ten or fifteen known animals and the representative animal. 

Ex. 31. Identification of Insects. Each student should identify a few of the 
common insects by means of keys, figures, knowledge of their common names, etc. 
Location of a few less known forms in their proper Orders. 



81 

Ex. 32. Comparison of Insects. A tabular comparison of a representative 
insect from several of the Orders as to habitat, mouth parts, wings, form of 
body, metamorphosis, larval habits, etc. (Field and library.) Definition of chief 
insect Orders. 

Ex. 33. Comparison of Orthoptera (Tabular). A table bringing together 
with some exactness and from any source of information open to the student, the 
points of likeness and unlikeness of grasshopper and other orthoptera — as the 
cricket, katydid, cockroach, walking-tjtick, etc. 

Comparison of Orthoptera (Illustrative Table.) 



Characteristics 


Cricket 


Katydid 


Cockroach 


Pupil 's 
Selection 


Grasshopper 


Habitat and habits 












Coloration and 
protective devices. 














Shape 
Regions 












Body - 












Proportions 














Segments 












Tho- 
racic 


Legs 












Appen- 
dages 


Wings 












Kinds of locomo- 
tion 












Mouth-parts 












Antennae 












Eyes 












Economic Im- 
portance 













In M'hat respects do all these animals agree? 



82 

VIII. Economic Studies. (Exercises 34-55.) 

Purpose: To make a practical application of zoological studies to human 
welfare and thus to strengthen the hold of zoology on the pupil through its human 
interest; to give knowledge that may be of direct practical utility; to reveal to the 
student the sources of our information of economic zoology, and to acquaint him 
with the work of our state and national bureaus and laboratories. 

Method: All of these studies call for (1) actual observations by the pupil in 
the field; (2) inquiries of local experts — as farmers, stockmen, gardeners, orchard- 
ists, etc.; and (3) references to the libraries. In each case the general facts of 
advantage or disadvantage, the facts relating to the care of, or protection against, 
and the zoological place, should be brought out in such a way as to bind together 
the scientific and the practical aspects of the i^roblem. Unless there is abundance 
of time, only those studies should be undertaken in which the student can reason- 
ably hope to get, promptly, enough facts to reward his search. Further emphasis 
may be given to this matter by co-ordinating it with the study of the groups 
through the year. Some teachers prefer to do the economic work in the latter 
way solely. 

Ex. 34. Economic Studies: Introduction. Finding out and utilizing all 
the student's present knowledge of economic values of animals. Enumeration and 
systematic classification of these values. 

Ex. 35. Domesticated Animals. The main facts. 
Ex. 36. Comparison of Domesticated Animals. (Tabular.) 
Ex. 37. Pests of House and Barn. The main facts. 
Ex. 38. Comparison of Household Pests. (Tabular.) 
Ex. 39. Animals Producing Disease. The main facts. 
Ex. 40. Comparison of Disease-Producing Animals. (Tabular.) 
Ex. 41. Animals of the Garden. Main Facts. (Suitable for calendar study.) 
Ex. 42. Comparison of Animals of the Garden. (Tabular.) 
Ex. 43. Animals of the Orchard. Main facts. (Suitable for calendar study.) 
Ex. 44. Comparison of Animals of the Orchard. (Tabular.) 
Ex. 45. Animals in Relation to Field Crops. (Suitable for calendar study.) 
Ex. 46. Comparison of Animals Afilecting Field Crops. (Tabular.) 
Ex. 47. Pests of Stored Seeds, Fruits, and Grains. Main facts. 
Ex. 48. Pests of Shade and Forest Trees. (Suitable for calendar study.) 
Ex. 49. Comparison of Animals Destructive of Trees. (Tabular.) 
Ex. 50. The Food- Yielding Animals. Main facts. 
Ex. 51. The Animals Yielding Clothing to Man. Main facts. 
Ex. 52. Comparison of Animals Furnishing Clothing. (Tabular.) 
Ex. 53. Pets. A general study of the problem; the special types that have 
been so used ; a detailed study by each student of some pet species, and its history. 
Ex. 54. Animal Industries. A study of the organized human industries based 
on animal life. Some of the facts, with the zoological foundations for them. 

Ex. 55. Comparison of Animal Industries (Tabular), as to human import- 
ance, geographical distribution, etc. 

IX. Studies of the Essentials of Living Matter. (Exercises 56-57.) 
Purpose: To enable the student better to get a notion of the machinery on 



83 

which life depends, and of the real size, shapes, appearance, and powers of the 
cells, which are conveniently thought of as units of living matter. 

Method: Demonstrations and studies of stained and unstained cells under the 
compound microscope, together with a study and comparison of all the figures of 
cells and tissues that can be found. 

Ex. 56. Study of Single Cells. Microscopic study of cells, whole and in sec- 
tions, showing characteristic parts. Dividing cells. 

Ex. 57. Study of Cells in Union. Tissues. Demonstration and discussion 
of some representative tissues. 

X. Study of Types Illustrating the Evolutionary Series. (Exercises 58-94.) 

Purpose: To give the student a systematic view of the animal kingdom which 
can be had in no other way than through a progressive study of some representa- 
tives of the more important phyla; to enable him to realize the relation of increas- 
ing complexity of structure to increased efficiency of functioning, as one passes 
from the lower to the higher ; to heighten his sense of the unity of animal life ; to 
enable him to expand the type of the phylum by comparing other members of the 
phylum with it. 

Method: In all the studies of this series it will be understood that physiology, 
morphology and ecology will be mingled. It is not the purpose to give mastery of 
many details of structure, but rather to enable the student to realize the animal as 
a living machine with certain necessary adjustments to make and certain structure 
to make them with. There is no purpose of making a sharp analysis of the work 
into morphology, ecology, and physiology. 

Ex. 58. Introductory Examination of Cultures for Protozoa. 

Ex. 59. Paramecium. Activities and form. 

Ex. 60. Comparison of Various Protozoa. (Tabular: laboratory and library.) 

Ex. 61. Sponges. 

Ex. 62. The Simple Metazoa: Hydra. 

Ex, 63. Hydra (continued). 

Ex, 64. Coelenterata Compared. (Tabular.) 

Ex. 65. The Simple Metazoa: Platworms. 

Ex. 66. Comparison of Parasitic Worms. (Tabular: library.) 

Ex. 67. The Starfish. 

Ex. 68. Comparison of Echinoderms, (Tabular.) 

Ex. 69. The Earthworm: Habits and Powers; Economic Values. 

Ex. 70. The Earthworm: Form and External Structure. 

Ex. 71, The Earthworm: Internal Functions and Organs. 

Ex. 72. Comparison of Segmented Worms. (Tabular.) 

Ex. 73. A Clam (or Snail). 

Ex. 74. Comparison of Molusks. (Tabular.) 

Ex. 75. A Fish: Habits and General Form. 

Ex. 76. Fish; Activities and Powers; Special External Structures. 

Ex. 77. Comparison of Fishes. (Tabular.) 

Ex. 78. The Frog: Habitat and Habits; Activities in Laboratory. 

Ex. 79, The Frog: General Form, Structure, and Development. 

Ex, 80. The Frog: Skin, muscles, visceral organs — structure and functions. 



84 

Ex. 81. Comparison of Amphibia. (Tabular.) 

Ex. 82. Reptiles: Study of General Characteristics. Field and library work. 

Ex. 83. Comparison of Reptiles. (Tabular.) 

Ex. 84. Birds: Varieties, Habitats, Noteworthy Habits. 

Ex. 85. Birds: Other Activities and Powers. 

Ex. 86. Birds: General External Form and Structure. 

Ex. 87. Comparison of Birds. (Tabular.) 

Ex. 88. Mammals: Introduction. General characteristics; varieties. 

Ex. 89. Mammals: Field and Laboratory Work. Habits, powers, distinctive 

structure. 
Ex. 90. Man as a Mammal. General) Animal Habits and Activities. 
Ex. 91. Man as a Mammal. Form of body; structure of internal organs. 
Ex. 92. Comparison of Mammals. (Tabular.) 
Ex. 93. Comparison of Vertebrates. (Tabular.) 
Ex. 94. Comparison of Animals. (Tabular.) 

XI. Studies in the Life History of Animals. (Exercises 95-107.) 
Purpose: To enable the student to realize the simple way in which organisms 
start life and the steps whereby they reach maturity ; to make clear the meaning of 
the life-cycle; to enable him to realize something of the meaning of reproduction 
and development among human beings. 

llethod: The time available will not allow each pupil to study even casually 
all the exercises in this section. It is suggested rather that all shall study Exer- 
cises 95-97, and that others chosen shall be divided among the students. Reports 
of all those individual studies should be made to the class, and all members should 
make the tabular comparison. These subjects are also suited to be calendar studies. 
Ex. 95. Reproduction in Lower Forms: Protozoa, Hydra, etc. 

Reproduction in Higher Forms: Frog, Bird, etc. 

Reproduction in Mammals, including Man. 

Life History of Animals: Sea Urchin (Early Stages). 

Life History of Snail. Eggs, fertilization, development. 

Life History of Mosquito. Egg laying, fertilization, metamorpho- 
sis, etc. 

Life History of Blow Fly. 

Life History of Butterfly (or Moth). 

Life History of Potato Beetle. 

Life History of Spiders. 

Life History of Frogs or Toads. 

Early Life History of the Chick. 

Comparison of Life Histories. (Tabular.) 

XIT. Studies in the Life Belationx of Animals. (Exercises 108-118.) 

Purpose: To enable the student to see at first-hand, how living objects are 
adjusted to some of the chief features of their enviromnent; to discover what the 
really vital relations are; and to give him a better practical foundation for under- 
standing what is found in the books on the subject. 

Method: The student should combine the field, laboratory, and the library 
in these studies. A series of representative animals should be chosen, and their 



Ex. 


96. 


Ex. 


97. 


TIx. 


98. 


Ex. 


99. 


Ex. 


100. 


Ex. 


lOL 


Ex. 


102. 


Ex. 


103. 


Ex. 


104. 


Ex. 


105. 


Ex. 


106. 


Ex. 


107. 



85 

relation to the various environmental factors observed and recorded. Portions of 
this work may be done in connection with the study of the typical animals sug- 
gested in Section X. 

Ex. 108. Introductory. An enumeration and classification of the influential 
conditions of life with which the students are already somewhat familiar; funda- 
mental and secondary conditions. 

Ex. 109. Food and the Food-Eelation. Organs for food capture; senses in- 
volved therein; choice of food; storing of food, etc. 

Ex. 110. Relations to Moisture and Drouth. Adaptations to life in water, 
in moist places, in drouth, etc.; and to the use and retention of moisture internally. 

Ex. 111. Relation to Temperature. Sense of temperature; bodily heat; 
special adaptions to changing temperature. 

Ex. 112. Relation to Light. Sensitiveness to light; light and darkness lovers; 
perception and influence of color ; seeing objects ; eyes. 

Ex. 113. Relation to Gravity and to the Density of the Medium. Gravity 
in relation to the normal position of animals ; form of the body in relation to grav- 
ity; specific gravity in animals in relation to the medium in which they move. Ef- 
fects of these things on animal organization. 

Ex. 114. Relation to Sound. Nature of sound and the process of hearing 
in various grades of animals. Points of uniformity and of difl:ereDce in the sound- 
receiving organs. 

Ex. 115. Relation to Offspring. Various ways and degrees of care of off- 
spring. The meaning of it in evolution. 

Ex. 116. Relation to other Members of Same Species. Relations of mates; 
voluntary association, etc. 

Ex. 117. Relations of Animals of Different Species: helpful, hurtful, and in- 
different. 

Ex. 118. Relations to Plants. Plant-eating animals; plant homes for ani- 
mals, insects, and flowers, etc. 

XIII. Studies Belating to Variation, and Evolution. (Exercises 119-129.) 
Purpose: To introduce the student systematically to one of the most inter- 
esting of the modern aspects of the subject, and to give him a foundation in his 
own observations by means of which he may the better appreciate the literature 
dealing with it. 

Method: Direct observations, supplemented by j-eference work. 

Ex. 119. Study of Variations in Man. Kinds and amounts of variations 
found among humans; that found in one family, etc. 

Ex. 120. Variations in Poultry. Quality and quantity of variations \Aithin 
a breed; among breeds, sources of variations. 

Ex. 121. Comparison of Varieties of Domestic Fowl. (Tabular.) 

Ex. 122. Variation in Wild Species. 

Ex. 123. Inheritance in Man. A study of the kinds of things that are in- 
herited. 

Ex. 124. Inheritance in Domestic Animals. Observed facts of. 

Ex. 125. Inheritance in Wild Species. Comparison of inherited and acquired 
qualities. 



86 

Ex. 12(5. Bate of Multiplication in Animals. Possible increase; actual in- 
crease. 

Ex. 127. Bate of Multiplication. Inorganic forces that keep down popu- 
lation; organic enemies; cite own observations. 

Ex. 128. Adaptation. Effects of cross-breeding and human selection of ani- 
mals; effects of natural forces on animals in the long run. 

Ex. 129. Adaptation among Humans, Through inheritance (eugenics) ; 
through environments (euthenics). 

XIV. Studies of certain interesting and extraordinary adaptations among 
animals. (Exercises 130-142.) 

Purpose: To introduce the student in a systematic way to some of the more 
striking and spectacular facts of animal life; to add to the general interest and 
appreciation of the child in the animal kingdom; to suggest subjects for popular 
interest and reading after the course is finished. 

MetJwd: A large part of this work will necessarily be library work, and yet 
in each exercise the student should be urged to record the main facts of his own 
knowledge and observation first. A few of them lend themselves to experiment and 
measurement. It is probable that an increase of general interest could be secured 
in most classes by assigning these subjects at intervals during the course rather 
than by reserving them all for the end of it. 

Ex. 130. Beauty among Animals. Examples of; the elements that contri- 
bute to beauty in dift'erent species. 

Ex. 131. Size of Animals. Range of size within a species; among different 
species. Eacts concerning peculiarly large and peculiarly small types. 

Ex. 132. Strength in Animals. Methods of testing. Eecord of some results 
of testing and of reading. 

Ex. 133. Eate of Motion. Measurements; records; interpretation in respect 
to general habits and conditions of life. 

Ex. 134. Weapons of Animals. Study of the kinds, position, degree of de- 
velopment, manner and purpose of using, etc. 

Ex. 135. Migrations. Local studies and references; times of year, direction, 
causes of, manner of, etc. 

Ex. 136. Mating Habits of Animals. Differences between males and females, 
in structure and disposition, and the reasons therefor; courtship; types of mating. 

Ex. 137. Home-Making among Animals. Types and purposes of homes; 
careful study of some particular types. 

Ex. 138. Industries of Animals. Animals that play or work spontaneously; 
nature and value of these activities. 

Ex. 139. Co-operation among Animals. Observed and recorded instances of 
animals of the same species working together in a co-operatire way to accomplish 
results; of different species. 

Ex. 140. Community Life. The degree of closeness of the social life of the 
members of some familiar species of animals; of foreign species of animals. 

Ex. 141. Parasitism. The facts in the life history of at least one or two 
parasites. The general conditions and results of parasitism. A table of parasites, 
their hosts, diseases they produce, and the phylum to which the parasite belongs. 

Ex. 142. States of Activity and Rest. Relation of activity and rest in man 
and other known animals. Fatigue, rest, sleep, restoration; their physiology. 



87 



V. 

THE PROGRAM OF STUDIES. 

Frequently the request comes for a model "course of study" for 
a given high school. The University has refrained from offering such 
a model or models lest these become fixed types and impede the pro- 
gress of readjustments which become necessary from time to time. At 
the same time it is recognized that the practice so common among 
smaller high schools of radically changing the program (course) of 
studies from year to year is greatly to be deplored. It is one of the 
great causes of irregularity and inefficiency in this type of schools, and 
school authorities would do well to avoid such frequent and commonly 
unnecessary changes. 

Another cause of weakness is to be found in the effort to make 
the program of studies include too much for the teaching force or the 
material equipment of the school. In this effort recourse is frequently 
had to some plan of alternation by which two high school grades are 
thrown together in the same subject. This is a practice which can be 
safely indulged in only to a very limited extent in high school work. 

As previously stated (p. 12) the University requires three teach- 
ers as a minimum for accrediting a four year high school. These 
three teachers, one of whom is principal of the school, should not 
carry more than the sixteen recitations included in a straight four 
year, four subject program. Not more than two alternations can be 
permitted in such cases, and the school would, in most instances, be 
better off without these. This would permit the offering of only two 
electives. 

The following suggestions are offered as a basis for arranging a 
program (course) of studies for a four year high school employing 
the teaching time of three or more teachers: 

Grouping of Subjects by Grades 

First Year. Seeonil Year. 

♦English *Engli8h 

*Algebra *Plane Geometry 

History, Ancient History, European 

Physical Geography % yr. Zoology % yr. 

Botany Yz jr. Physiology % yr. 



86 



First Year 
Latin 
German 
French 

Drawing and Art Work 
Manual Training 
Business Training 
Domestic Science 
Agriculture 
Music 
Physical Training 

Third Year. 
* English 

History, English or European 
Chemistry or Physics 
Solid Geometry % yr. 
Advanced Algebra Vi yr. 
Latin 
German 
French 
Spanish 

Commercial Geography 
Business Training 
Manual Training 
Drawing and Art Work 
Domestic Science 
Agriculture 
Musio 
Physical Training 



Second Year 
Latin 
German 
French 

Drawing and Art Work 
Maual Training 
Business Training 
Domestic Science 
Agriculture 
Music 
Physical Training 

Fourth Year. 
English 

American History i^ yr. 
Civics J^ yr. 
Physics or Chemistry 
Economics ^^ yr. 
Trigonometry y-y yr. 
Latin 
German 
French 
Spanish 

Drawing and Art Work 
Manual Training 
Business Training 
Domestic Science 

Pedagogy or Educational Psychology 
Agriculture 
Musia 
Physical Training 



It will be seen that all subjects usuallj^ offered in high schools 
are hereby included. The starred subjects, with one unit of science 
(either Physics, Chemistry, Botany, Zoology or Physiology, with labo- 
ratory work) , are required for admission to all courses in the Univer- 
sity. These together with additional subjects required by particular 
colleges or departments of the University should be kept in mind 
where a school is desiring to become accredited. (See Admission Re- 
quirements, pp. 7-8). 

In making up a program for a three teacher school enough sub- 
jects (besides those prescribed) should be selected from each year 
group to make up not to exceed 18 units for the four years. If any 
additional election should be desired this may be managed by making 



89 

it class election instead of individual, assuming that the teachers are 
prepared to handle the subjects chosen. For instance, the choice 
might be between two languages. The language which the class as a 
whole, or which a majority would elect, would be the one taught for 
a given year or more. In a similar way vocational work might be 
handled, subject to limitations as to equipment and teaching ability. 
A certain amount of work in music and physical training may be per- 
mitted as extra. Such a plan may be used so as materially to increase 
the flexibility of a program of studies for a small high school. 

As the number of teachers increases there may be an increase in 
individual election, but always with the increase in enrollment and 
consequent dividing of grades into sections as a controlling factor. 

School authorities, in introducing new courses, such as commer- 
cial, manual training, domestic science, agriculture, should take into 
consideration their ability to equip properly for them and also the 
difficulty of providing competent instructors. Courses which are only 
in the experimental stage, such as general science, should be left to 
the stronger schools which can afford the experiment until some defi- 
nite conclusion is reached as to what such a course should be and 
where it should come in the program. 

Programs of studies for two-and-three year high schools may be 
made up from the above grouping by grades. In such cases, also, the 
limitations as to time, equipment, and qualifications of teachers should 
be carefully observed. 



90 



VI. 

SUGGESTIONS FOR THE EQUIPMENT OF LABORATORIES. 

Primarily this problem should be considered in the plans for 
building a high school. Important considerations in connection with 
building plans are : 1. The proper lighting of rooms to be used for 
various laboratory purposes. Where the microscope is to be much in 
use a north light, and an abundance of it is desirable. In the matter 
of preserving life forms for biological work, on the other hand, direct 
sunlight is desirable. 

In a physical laboratory there is need of direct sunlight in con- 
nection with the study of light. Otherwise the light should be ample 
for close observation in experiments. 

In rooms used for drawing and art work a north light should be 
planned unless overhead light is possible. The latter is the ideal light 
for such work. 

2. The building in of suitable cases, cupboards, etc., for taking 
care of apparatus and supplies. 

3. Equipment with good substantial tables for experimental 
work. 

4. The provision of good ventilation, and of hoods to take off 
gases and fumes from the chemical laboratory. 

5. Convenience of water supply, with lavatories and sinks, and 
with aquaria in the biological department. 

6. A gas plant should be provided for chemistry, and is practi- 
cally indispensible where domestic science is to be included in the 
program. 

LABORATORY APPARATUS. 

Physics: This should be selected on the basis of experiments to be under- 
taken, as sufigested in the syllabus, p. 64. The aim should be to provide as far as 
possible for individual work. Hence it is that the amount and cost will vary with 
the number of pupils to be supplied and the number of experiments to be under- 
taken. Whatever is bought will need to be replenished from year to year as such 
material tends to become rapidly depleted. 

Chemistry : The same general principles apply as in physics. In both cases 
it is a good plan ta determine on the extent and nature of the experimentation 
and then submit lists of experiments to reliable houses with request for prices of 
apparatus and materials necessary. 



91 

Biology: This includes Botany, Zoology, and Physiology. The laboratory 
should be provided with dissecting instruments and simple microscopes. There 
should also be as many compound microscopes of good grade as would be necessary 
to provide one for each group of four or six. If practicable there should also be 
a good lantern with projecting microscope attachment. 

The following report on Illustrative Materials for High School 
Biology Courses given it the Conference for 1914 is of special value 
for its helpful suggestions: 

Tour committee, appointed to make recommendations as to the illustiative 
materials with which high schools should be supplied in order to give in a 
satisfactory way the courses in Botany and Zoology, beg to make the following 
report : 

1. We desire to express our conviction that every school should, regu- 
larly and with some system, undertake to build itself up in this regard. By fol- 
lowing this practice thru a period of years any school may supply itself with the 
minimum necessities, without financial strain. 

2. It is possible, for convenience, to divide the illustrative necessities into 
two main groups: — (a) those that must be purchased outright, and (b) those 
that may be made gradually by students of successive classes, if only they are 
supplied with the necessary raw materials. This latter group is somewhat larger 
than we may at first sight believe. Furthermore, whenever it is possible for some 
such materials to be made by students the very making may become a means 
of increasing interest and of giving fuller meaning to the course. 

3. We desire also to insist that most teachers do not use as fuUy as they 
should the supply of illustrative material which nature affords. The individual 
work in fields and forests, in swamps and in the waters, in parks and gardens, 
in green-houses and zoological gardens furnishes a means of illustrating courses 
which our formal use of the laboratory and class room cannot at all replace. 

4. In detail we make the following suggestions as to what should be held in 
the mind of the teacher of Biology and the directors of schools as an objective: — 

a. Museums. Small synoptic collections illustrating the main phyla and 
classes of animal kingdom and the main groups of plants are very valuable. 
These should not be large and should be built up by successive classes, teachers, 
and friends of the school rather than got by purchase. Money should go into 
the cases, containers, and preserving materials, rather than into specimens. It 
will be necessary to buy some specimens, — as sponges, corals, and other sea 
forms. Aside from such synoptic collections, built up by successive classes, two 
particularly interesting lines of addition are open to the musemn of a high school : 
(1) considerable numbers of certain kinds of objects (e. g. snail shells, or leaves, 
or insect species) arranged, to illustrate the range of variation, may be mounted 
for display; (2) skeletons may be prepared and mounted, or other specially excel- 
lent dissections by members of a class may be preserved. Such original contribu- 
tions by students may well be labeled and credited to the student preparing it. 
Such a museum does not need to be large to be exceedingly valuable; but it should 
be fairly representative and synoptic. 



92 

b. For living materials, plant and animal. Some green-house facilities, if 
only a sunny ^vindow, for winter use, and outdoor beds for spring, are desirable 
for first-hand supply of botanical material. A corner in the local greenhouse can 
often be rented. 

There should be one aquarium of some size, if possible \Yith running water. 
A number of battery jars or other glass vessels of various sizes, insect cages, 
life-boxes, and the like are essential. Students can make many of these boxes 
and cages, and even small woodi aquaria with one or more glass sides. A small 
fund should be set apart for such purposes and be available without unnecessary 
delay. All these things are valuable to insure having organisms when they are 
needed, to allow experiments and continued observations on habits, and to allow 
study of development. The librarj' should have at least one good book containing 
suggestions for making such apparatus and the care of living animals. We com- 
mend Ganong's ' ' Teaching Botanist" as an aid in the organization of the museum 
and in other respects. If the school room is not kept heated at night these life 
supplies may be kept in a suitable basement room during the coldest weather. 

c. Th€ local collection of living materials. We feel that something is lost 
if classes are not encouraged to collect as much of the needed local material as 
possible for themselves. Field work should be so organized that at least some 
of this shall be done. In connection with this sort of work a home-made map, 
drawn to suitable scale, of the locality for several miles around the school may 
be perfected, if the locality at all lends itself to this treatment. All important 
topographic points that have to do with plant and animal life should be located. 
The roads, streams, springs, ponds, and other special habitats of specially inter- 
esting plants and animals should be indicated. There should also be a card catalog 
or indexed book in which are inserted the locality on the map where special types 
of plants and animals are discovered from year to year. In a few years such an 
arrangement will illustrate some of the local facts of geographic distribution, as 
well as be an aid to each incoming class in finding what it needs. It will be nec- 
essary always to purchase some materials for laboratory, and museum work. We 
cannot publish a complete list of dealers; but the following are reliable: 

A. A. Sphung, North Judson, Ind. Live or preserved frogs, crayfish, tur- 
tles, etc. 

H. M. Stephens, Dickinson College, Carlisle, Pa., Zoological and Botanical 
materials for class use. 

C. S. Brimley, Ealeigh, N. C, Eeptiles, Amphibians, and Fishes, living or 
preserved. A good reference for the winter months. 

Biological Supply Co., 106 Edgerton St., Rochester, N. Y. Plant and animal 
materials for laboratory; slides. 

Marine Biological Laboratory, Woods Hole, Mass. Preserved materials for 
Botany, Zoology and Embryology. 

Saint Louis Biological Laboratory, St. Louis, Mo. Microscopic and Lantern 
Slides. 

d. Microscopes. If microscopes are used only for demonstration purposes 
there should be at least two good standard instruments with powers ranging 
from 50-500, so that both low and medium power views can be shown at the 
same time. There should also be one oil-immersion objective for occasional high 
power demonstrations. 



93 

If microscopes are to be used as a regular part of the laboratory work, 
as we feel they should be, there should be at least enough to supply each pair 
of pupils in the largest section with one complete, standard instrument. We be- 
lieve that no laboratory section in Biology should contain more than 24 members 
for one instructor. Twelve microscopes can be made to serve such a section. 

There should be a simple dissecting microscope for each pupil or each pair 
of pupils. 

e. Microscopic slides. These may be divided into four groups: (1) tem- 
porary slides, which teachers and pupils may make freely. The teacher should 
become expert in making these and enabling his pupils to do so; (2) permanent 
mounts of interesting objects small enough to be stained and mounted whole. 
There are very many such which are valuable. It should not be necessary to 
purchase these. The teacher should be supplied the necessary material and learn 
to make, stain, and mount these; (3) temporary or permanent mounts where 
free-hand sections may serve all necessary ends. The teacher should be able to 
make, stain, and mount these; and (4) permanent mounts of materials where 
expensive apparatus is necessary for imbedding, sectioning, grinding, etc. These 
can be bought much more cheaply than made, and the apparatus necessary to 
make them is hardly to be sought in the ordinary high schools. 

We append a suggestive list of especially valuable microscopic slides that 
should be purchased and used at least as demonstrations in high school courses. 
These should be the best of their kind, — clear, typical, and perfectly stained. 

1. Cell structures, cell-arrangement, and cell-division as seen in longitu- 
dinal section of root tip of Tradescantia or Hyacinth. 

2. Cross-section of leaf, showing structure of this basal organ of all 

nutrition. 

3. Cross and longitudinal sections of monocotyledonous and dicotyle- 

donoua stems. 

4. Cross-section of a root. 

5. Cross-section of ovary of lily or other suitable plant, showing relation 
of the parts. 

6. Longitudinal section of young flower or leaf bud showing the beginn- 
ing of floral parts, or of the foliage suits. 

7. Section of another showing pollen-formation. 

8. Longitudinal section of pollinated pistil showing pollen tubes, etc. 

9. Some properly stained bacteria, — as Spirillum, Bacterium, Baccillus, 
etc. 

10. Section of hymeniun of Ascomycete and Basidiomycete. 

11. Cleavage, morula, and gastrula of some form like the starfish. 

12. Sections of tadpoles of 1 to 3 weeks to show how animal cells come to 
De related in tissues and organs, as well as the relations of the 
organs. Good to compare with (1). 

13. Cross and longitudinal sections of Hydra. 

14. Section thru vertebrate eye in visual axis. 

15. Section of compound eye in axis of ommatidium. 

16. Longitudinal and cross section of bone. 

17. Longitudinal section of tooth. 



94 

18. Cross-section of stomach or intestine, showing coats, glandular-ab- 
sorptive surface, etc. 

19. A Golgi preparation showing ramifications of neurons. 

20. Section thru skin of animal. 

21. Section of injected liver. 

22. Ciliated cells. 

23. Cross and long (several segments) sections of earthworm. 

f. Projection ap'paratus. We believe that a projecting lantern with opaque 
projector and a projecting microscope should in time be provided for each high 
school. The usefulness of such a lantern would not of course be confined to the 
courses in Biology. This would demand also the gradual accumulation of a limited 
number of well selected lantern slides and microscopic slides. 

g. Illustrative hoolcs. So much success has attended photography, both gross 
and microscopic, and the reproduction of these pictures in books that every school 
should supply itself with some books illustrating natural history to aid in identi- 
fying the plants and animals discovered by the classes and in visualizing such as 
the student may not be able to find in his own locality. Under this head comes 
illustrated natural histories, flower-books, bird-books, butterfly-books, the reptile 
book, and the like, — as well as some larger texts showing figures of dissections and 
microscopic structures in plants and animals. 

h. Charts. Very effective charts for both Botany and Zoology are issued 
by a number of firms. These are valuable, but expensive. Each school should 
perhaps have a limited number of these charts illustrating certain features of life 
not readily illustrated in some other ways. 

Of even more value, however in some respects, are home-made charts, drawn 
from figures and tables in books and periodicals. They may be made on paper or 
on paper reinforced by cloth. They may be mounted on a roller or kept flat. 
Ingenious devices to display them can be made by the pupils themselves. Ink 
may be used, put on with a brush, or colored crayons may serve. A spray of shel- 
lac, from an atomizer after the crayon marks are made, will keep the crayon from 
spreading. There is almost no limit to the number of charts, — of lines or simple 
shaded surfaces, — which classes and teachers may make by copying figures from 
books, nor to the help they render in making structures clear. The selection and 
making of such charts with their lettering and interpretation is very valuable 
work for the pupils. The school should furnish the materials for making these 
charts. 

i. Blackboard drawings as illustrative material. The committee desires to 
emphasize the importance of the ability of the teacher to make simple freehand 
diagrams before the class. Every teacher should give time to cultivate this power 
to his full capacity, and to use whatever drawing ability the members of the class 
may have. These diagrams should not be made too complex. They are valuable 
because of their simplicity and the consequent emphasis on essentials, and on the 
fact that they grow under the eyes of the pupils. 

T. W. Galloway, 
Clarence Bonnell, 
E. N. Tratjseau, 

Committee. 



95 

Geography. For this work there should be plenty of good government survey 
charts giving topography. There should also be thermometers, barometers and 
other apparatus for observing and recording weather conditions. A good com- 
mercial cabinet will help to bring before the pupils in concrete forms the leading 
commercial products. 

Agriculture : The apparatus wiU be determined by the courses to be offered 
and can not, therefore, be estimated. See 1914 Conference I'roceedings, pp. 109- 
110, for valuable suggestions as to materials. See also p. 84, Proceedings of 1913. 

When it has been fully settled as to the course or courses to be offered it is 
suggested that treatment similar to that recommended for physics and chemistry 
be followed. The Wm. Welch Co., and Central Scientific Co., are among those 
prepared to furnish quotations on apparatus for agriculture. 

Manual Training: For this there will need to be individual or bench equip- 
ment and a general equipment. The minimum cost of bench equipment, including 
bench, vnll be about $16.00 to $18.00. The corresponding general equipment 
would be about $75.00 for twenty pupils. The range of cost above this to a very 
liberal equipment will be about $35.00 for individual desk, and $215.00 general 
for twenty pupils. 

Drawing: For both mechanical and free-hand drawing suitable tables should 
be provided. There are many varieties and prices. Ordinarily pupils are required 
to get their own sets of instruments, pencils, crayons, colors, etc. Whether these 
are purchased by the school or by the pupils, good varieties should be selected 
and designated for use of the school. 

Domestic Science: Like agriculture the equipment will bo determined by the 
courses to be offered 

BooTckeeping : This will require a room well lighted, preferably without 
direct sunlight. There will also need to be desks selected, or large tables, suit- 
able for use in handling the various books and papers. 

DEALERS IN APPARATUS AND SUPPLIES FOR LABORATORIES. 
C. H. Stoelting Co., 121 North Green St., Chicago; 
Central Scientific Co., 412 Orleans St., Chicago; 
Chicago Apparatus Co., 40-42 West Quincy St., Chicago; 
Wm. Gaertner & Co., 5347-9 Lake St., Chicago; 
Henry Heil & Co., 212-214 South Fourth St., St. Louis, Mo.; 
Eimer & Amend, 205-211 Third Ave., New York City; 
L. E. Knott Apparatus Co., Hareourt St., Boston, Mass.; 
E. H. Sargent & Co., 143-145 Lake St., Chicago; 
Bausch & Lomb Optical Co., Eochester, New York; 
Mcintosh Stereopticon Co., 35-37 Eandolph St., Chicago; 
Kewanee Manufacturing Co., Kewanee, Wis. (laboratory furniture) ; 
Leonard Peterson & Co., 1240-1248 Fullerton Ave., Chicago, (laboratory furniture.) 

DEALERS IN SUPPLIES AND EQUIPMENT FOR SHOP WORK AND 
MECHANICAL DRAWING 
Simmons Hardware Co., St. Louis, Mo. ; 
Orr & Lockett Hardware Co., 71-73 Eandolph St., Chicago; 
Hammacher, Schlemmer & Co., 4th Ave. and 13th St., New York City. 
E. Dietzgen Co., Chicago; Weber & Co., St. Louis; A. S. Aloe Co., St. Louis. 



96 



VII. 

THE HIGH SCHOOL LIBRARY. 

In the larger schools it will be well to have a library room with 
suitable book-stacks, shelves for general reference works, etc. In the 
smaller schools a corner, or side, or possible the rear of the study room 
may be utilized for library purposes. Even in moderately large schools 
this plan works very well. One recently constructed high school has 
book shelves placed along one side of the study room and the pupils 
seated about tables for study, thus facilitating the ready and frequent 
use of books referred to by the teachers. 

For the regular work of the high school two classes of reference 
books are needed: First are the general reference works, such as 
encyclopedias, dictionaries, ready reference books, atlases and statis- 
tical compendiums and reports. Then there are the special reference 
works for the different departments of high school work, selected in 
order to give opportunity for rather extensive collateral reading on 
important or controverted topics of the text-books. No department 
of high school work should be without its list of such books. These 
books should be kept in the general study room or library rather than 
in rooms assigned to the respective departments for class work. This 
is desirable, if for no other reason than the fact that there are fre- 
quently cross references necessary from one department to the litera- 
ture of another. 

The following lists of books are only tentative. It is hoped that 
the various Conference sections will take up this matter of listing the 
best books in each department. This should mean not only the careful 
preparation of initial lists, but also additions and eliminations from 
year to year. To do this each section would need a standing com- 
mittee, one to three members, on literature of the subject represented. 

GENERAL REFERENCE BOOKS FROM WHICH TO SELECT. 

Encyclopedias: New International Encyclopedia, Dodd. American Encyclopedia, 

Latest Edition. 
New Gazettier, Lippincott. 
Familiar Qtiotatkjn.i, Bartlett, Little. 
Dictionary of Notional Biography, Stephen & Lee, 22 vols. Maemillan. 



97 

Dictionaries: Webster's New International, Merriam. New Standard, Funk & 

Wagnalls. 
Eand-McNally 's Indexed Atlas of the World, 2 vols. 

ENGLISH. 

English Literature 

I. Introductory. — 
Corson, Hiram 

The Aim of Literary Study, Macmillan $ .75 

Bates, Arlo 

Talks on the study of Literature, Houghton, Mifflin & Co 1.50 

Hunt, T. W. 

Literature, its Principles and Problems, Funk & Wagnalls 1.50 

Gayley, C. M. 

Classic Myths in English Literature, Ginn & Co 2.00 

Bradish, Sarah P. 

Old Norse Stories, American Book Co 45 

II. History. — 
Trent, W. P. 

American Literature, Appleton 1.50 

Stedman, E. C. 

Poets of America, Houghton, Mifflin & Co 2.25 

Saintsbury, G. 

A Short History of English Literature, Macmillan 1.50 

Crawshaw, W. H. 

The Making of English Literature, Heath 1.25 

Newcomer, 

Introduction to English Literature, Scott, Foresman & Co 1.25 

Stedman, E. C. 

Victorian Poets, Houghton, Mifflin & Co 2.25 

III. Anthologies. — 
Stedman and Hutchinson, 

Library of American Literature, 11 vols 

Stedman, E. C. 

An American Anthology, Houghton, Mifflin & Co 3.00 

Page, C. H. 

Chief American Poets, Houghton, Mifflin &■ Co 1.75 

Ward, T. H. 

The English Poets, Macmillan, 4 vols 4.00 

Stedman, E. C. 

Victorian Anthology, Houghton, Mifflin & Co 2.50 

Page, C. H. 

British Poets of the Nineteenth Century, Sanborn 2.00 

IV. Versification. — 
Gummere, F. B. 

A Handbook of Poetics, Ginn & Co 1.25 



98 

Alden, E. M. 

English Verse, Holt 1.00 

V. Types.— 
Cross, W. L. 

The Development of the English Novel, Macmillan 1.50 

Perry, Bliss 

A Study of Prose Fiction, Houghton, Mifflin & Co 1.25 

Ealeigh, Walter 

History of the English Novel, Scribner 1.25 

Sargent and Kittredge 

English and Scottish Popular Ballads, Houghton, MifSin & Co 3.00 

Gummere, F. B. 

Old English Ballads, Ginn & Co 80 

Woodbridge, Elizabeth 

The Drama, Its Law and its Technique, AUyn and Bacon 1.00 

Schelling, F. E. 

Elizabethean Drama 1558-1642, Houghton-Mifflin & Co 7.50 

VI. Individual Authors. — 
PoUard, A. W. 

Chaucer, Primer, Macmillan 25 

Dowden, Edward 

Shakespeare, Primer, American Book Co 35 

Eolfe, W. J. 

Life of Shakespeare, Macmillan 1.25 

Lee, Sidney 

Life of Shakespeare, Macmillan 1.00 

Ealeigh, Walter 

Shakespeare, Macmillan 40 

Eolfe, W. J. 

Shakespeare the Boy, Harper 1.25 

Neilson, W. A., Editor, 

Shakespeare 's Works, Houghton, Mifflin & Co 3.00 

Furness, H. H., Editor, 

Macbeth and the Merchant of Venice, Lippincott, each 4.00 

Van Dyke, Henry 

The Poetry of Tennyson, Scribner 2.00 

Corson, Hiram 

Introduction to Browning, Heath 1.00 

VII. Topography. — 
Higginson, T. W. 

Old Cambridge, Macmillan 1.25 

Stevenson, E. L. 

Edinburgh, Picturesque Notes, Scribner 1.40 

Hutton, Lawrence 

Literary Landmarks of London, Harper 1.75 



99 

VIII. Pedagogical. — 
Chubb, Percival 

Tie Teaching of English, Maemillan 1.00 

Hinsdale, B. A. 

Teaching the Language Arts, Appleton 1.00 

Carpenter, Baker and Scott 

The Teaching of English, Longmans 1.50 

English Composition 

Grammar : 

Buehler, H. G., A Modern English Grammar with Composition, Newson .65 

Carpenter, G. E., English Grammar, Maemillan 75 

Kittredge and Arnold, The Mother Tongue, Book II, Ginn & Co 60 

Ehetorie : 

Herrick and Damon, Composition and Rhetoric, Scott, Foresman & Co. . 1.00 

Hill, A. S., Principles of Rhetoric, American Book Co 1.20 

Scott and Denny, Elementary English Composition, AUyn and Bacon. . .80 

Structure : 

Arlo Bates, Talks on Writing English (both series) Houghton, Mifflin & 

Co $1.50 and 1.30 

Hammond Lamont, English Composition, Scribner 1.00 

Scott & Denny, Paragraph Writing, AUyn & Bacon 

Barrett Wendell, English Composition, Scribner 1.50 

Woolley, E. C, Handbook of Composition, Heath 50 

Forms of Prose Literature: 

Brewster, Specimens of Narration, Holt 50 

Nettleton, G. H., Specimens of the Short Story, Holt 50 

Baldwin, C. S., Specimens of Prose Description, Holt 50 

Hammond Lamont, Specimens of Exposition, Holt 50 

Baker, G. P., Specimens of (Modern) Argumentation, Holt 50 

Nutter, Hersey, and Greenough, Specimens of Prose Composition, Ginn 1.25 

Lewis, E. H., Specimens of the Forms of Discourse, Holt 60 

Cairns, W. B., The Forms of Discourse, Ginn 1.15 

GEOGRAPHY, 

Physiography for High Schools, Arey, Bryant, Clendenin and Morrey, D. C. 

Heath & Co. 
Elementary Physical Geography, W. M. Davis, Ginn & Co. 
High School Geography, Charles R. Dryer, American Book Co. 
Elements of Physical Geography, Hopkins, Sanborn & Co. 
Physiography for High Schools, Salisbury, Henry Holt & Co. 
Elementary Physiography, Salisbury, Henry Holt & Co. 
Modern Geography, Salisbury, Barrows & Tower, Henry Holt & Co. 
Elements of Geography, Salisbury, Barrows & Tower, Henry Holt & Co. 
New Physical Geography, Tarr, Maemillan & Co. 
Man and His Work, A. J. & F. D. H€rbertson, Black. 



100 

Industrial Studies, U. S., Allen, Ginn & Co. 

General Circulation of the Atmo8i>here, Kidgley, McKuight, Normal, III. 

Rainfall of the Earth, Ridgley, McKnight, Normal, 111. 

Vegetation Zones of the Earth, Eidgley, McKnight, Normal, 111, 

Commercial Geography, Brigham, Ginn & Co. 

Descriptive Geogiaphy From Oriental Sources, Herbertson, Oxford University 

Press, N. Y. 
Text-book of Commercial Geography, Adams, Appleton. 
Commercial Geography, Gannett, Garrison & Houston, American Book Co. 
Geography of Commerce, Trotter, Maemillan. 
Commercial Geography, Eedway, Scribners. 

HISTORY. 

General Bibliography 

Good lists of books for all the history courses may be found in A History 
Syllabus for Secondary Schools (Heath, $1.20) prepared by a committee of the 
New England History Teachers' Association. See also the report of the same 
association on Historical Sources in Schools; Bourne, Teaching of History and 
Civics (Longmans, $1.50) ; and the more recent text books, nearly all of which 
have carefully prepared and adequate lists. 

Ancient History 

Abbott, Pericles. Putnam, 1905 $1.50 

Wheeler, Alexander the Great, Putnam, 1900 1.50 

Fowler, CsBsar, Putnam, 1892 1.50 

Botsford, The Story of Eome as Greeks and Romans Tell It, Maemillan, 1903 .90 

Hodgkin, Dynasty of Theodosius, Clarendon Press, 1899 1.50 

Emerton, Introduction to the Middle Ages, Ginn, 1892 1.12 

Fling, A Source Book of Greek History, Heath 

Medieval and Modern History 

Archer and Kingsford, The Crusades, Putnam, 1895 1.50 

Brown, The Venetian Republic (Temple Primers), Maemillan, 1902 40 

Symonds, A Short History of the Renaissance in Italy (Ed. Pearson), Holt, 

1894 1.75 

Gardiner, The Thirty Years' War (Epochs), Scribner, 1901 1.00 

Motley, Peter the Great, Maynard, 1893 25 

Hassall, Louis XIV and the Zenith of the French Monarchy, Putnam, 1899. . 1.50 

Gardiner, Tlie French Revolution (Epochs), Longmans, 1902 1.00 

Dow, Atlas of European History, Holt, 1907 

Robinson, Readings in European History (One Volume edition), Ginn 1,50 

English History 

Green, History of the English People, American Book Co., 1889 1,20 

Gardiner, School Atlas of English History, Longmans, 1902 1.50 



101 

Kendall, Source Book of English History, Macmillan, 1900 80 

Freeman, Short History of the Norman Conquests, Clarendon Press, 1901. . . .60 

Stubbs, Early Plantagenets (Epochs), Longmans, 1895 1.00 

Creighton, The Age of Elizabeth (Epochs), Longmans, 1899 1.00 

Gardiner, The Puritan Eevolution (Epochs), Longmans, 1902 1.00 

Harrison, Cromwell, Macmillan, 1898 75 

Morley, Walpole, Macmillan, 1899 75 

Boseberry, William Pitt, Macmillan, 1902 75 

Oman, England in the Nineteenth Century, Longmans, 1900 1.25 

Bates and Coman, English History Told by English Poets, Macmillan, 1902 . . .80 

American History 

Lamed, Literature of American History (Houghton, $6.00) and Channing 

and Hart, Guide to the Study of American History (Ginn, $2.00), are 

important aids in teaching and in collecting books. In Larned, Literature 

of American History, pages 464 and 465, is an excellent list for a small 

library in American history. See also the History Syllabus for Secondary 

Schools, (Heath), pages 279-289. The following are among the more 

useful books for high school instruction: 
Epoch Series. 3 vols., Longmans, $1.25 per volvime. 

Thwaites, The Colonies, 1492-1750. 

Hart, Formation of the Union, 1750-1829. 

Wilson, Division and Reunion, 1829-1889. 
American Statesmen Series. Houghton, 1898-1900. $1.25 per vol. 

(32 volumes in series.) 

Lodge, George Washington, 2 vols. 

, Daniel Webster. 

Tyler, Patrick Henry. 

Morse, Abraham Lincoln. 
Eiverside Biographical Series. School edition. Houghton, 50 cents per vol. 

Merwin, Thomas Jefferson. 

Brown, Andrew Jackson. 

, Stephen A. Douglas. 

Fiske, Beginnings of New England. Houghton, 1889 2.00 

, Critical Period of American History, Houghton 1888 2.00 

Lecky, The American Revolution (Ed. Woodburn). Appleton 1.25 

Stanwood, A History of the Presidency, Houghton, 1898 2.50 

List of Mathematical Books Suggested for a High School Library 

Histories 

Ball, W. W. E., Primer of the History of Mathematics, Macmillan 65 

Ball, W. W. R., Short Account of the History of Mathematics, Macmillan. . 3.25 

Cajori, History of Elementary Mathematics, Macmillan 1.50 

Cajori, History of Mathematics, Macmillan 3.50 



102 

Pedagogic, Geneeal 

Ball, W, W. K., Math. Recreations and Essays, Macmillan 2.25 

Clifford, W. K., Common Sense of the Exact Sciences, Appleton 1.50 

Dedekind, Essays on Theory of Numbers, Open Court, Chicago 75 

DeMorgan, Study and Difficulties of Mathematics. Open Court, Chicago . . . 1.25 

Fine, Number System of Algebra, Heath 1.00 

LaGrange, Lectures on Elementary Mathematics, Open Court 1.00 

Schubert, Mathematical Essays and Eecitations, Open Court 75 

Smith, D. E., Teaching of Elementary Mathematics, Macmillan 1.00 

Young, J. W. A., Teaching of Mathematics in Elementary and Secondary 

Schools, Longmans 1.00 

AliOEBRA 

Chrystal, Algebra, Macmillan, 2 parts each 4.25 

Fine, College Algebra, Ginn 1.50 

Gibson, Elementary Treatise on Graphs, Macmillan 1.00 

Lodge, Easy Mathematics, chiefly arithmetic, Macmillan 1.10 

Myers, First Year Mathematics, U. of C. Press 1.00 

Schulze, Graphic Algebra, Macmillan 

Woods & Bailey, Course in Math. First year in College, Ginn. 

Geometry 
Halsted, Rational Geometry 

Hilbert, Foundations of Geometry, Open Court 1.00 

Klein, Famous Problems in Elementary Geometry, Ginn 50 

Myers, Geometrical Exercises for Algebraic Solution, U. of C. Press 

Rowe, Geometrical Exercises in Paper Folding, Open Court Publishing Co. . 1.00 



School Science and Mathematics. 
Mathematical Gazette. 
Mathematical Monthly. 



Periodicals 



PHYSICS. 



This list is made up of general text -books intended for school use, most of 
which include or have reference to directions for a course of laboratory work to 
be done by the pupils: 

Allyn & Bacon Boston and Chicago 

High School Physics Carhart & Chute 

University Physics, 2 vols. Carhart 

American Book Co. New York and Chicago 

Physical Laboratory Manual Adams 

Student's Manual of Physics Cooley 



103 



Brief Course in General Physics 
Laboratory Manual 
Laboratory Manual 
Electrical Measurements 
General Physics 
Theory of Physics 

Ginn & Co. 

Manual of Experimental Physics 

A Text book of Physics 

A First Course in Physics 

Physical Laboratory Manual 

General Physics 
D. C. Heath & Co. 

Coleman's Elements of Physics 

Cheston, Gibson & Timmerman's 
Physics 

Physical Laboratory Manual Chute 
Henry Holt & Co. 

Laboratory Physics 

A Text-book of Physics 

Physics 
Scott Foresman & Co. 

Physics 
The Macmillan Co. 

Elements of Physics . 

Elements of Physics 

Laboratory Manual of Physics 

College Physics 

Physics for Schools 

Practical Physics 

Units and Physical Constant 

Principles of Physics 

Laboratory Manual 
Wm. Wood & Co. 

Ganot's Physics 

Mumpher's Text-book of Physics. 



Hoadley 

Cheston, Dean and Timmerman 

Coleman 

Hoadley 

Ames 

Ames 

Boston and Chicago 

Nichols, Smith & Turton 

Wentworth & Hill 

Millikan and Gale 



Hastings & Beach 
New York and Chicago 



New York and Chicago 

Allen 

Hall & Bergen 

Geo. F. Barker 

New York and Chicago 

Mann & Twiss 

New York and Chicago 

Crew 

Andrews & Howland 

Crew & Tatnall 

Nichols 

Stewart & Gee 

Stewart & Gee 

Everett 

Daniell 

Twiss 

New York 



See also the list of references published in the reports of Central Associa- 
tion of Science and Mathematics Teachers, 1912, Michigan Physics Conference, 
1899, and in Smith and Hall's Teaching of Chemistry and Physics, Longmans, 
Green & Co., New York, 1902. 

List for Teachers 

School Science monthly, published, Chicago, 111. 

Zeitschrift fur physiealischen und chemiche Unterricht (G. E. Stechert, N. Y, 
City, Agent.) 



104 

CHEMISTRY. 

General Chemistry, Newell D. C. Heath & Co. 

Descriptive Chemistry, Newell D. C. Heath & Co. 

Essentials of Chemistry (revised edition), Hessler & Smith Sanborn & Co. 

Elementary Chemistry, Linebarger Eand, McNally & Co. 

Introduction to Chemistry (Briefer Course, Eemsen) Henry Holt & Co. 

School Chemistry, Avery American Book Co. 

Elementary Chemistry, Arey Macmillan Co. 

Elementary Chemistry, McPherson & Henderson Ginn & Co. 

Elementary Chemistry, Godfrey Longmans, Green & Co. 

Chemistry, an Elementary Text-book, Morgan & Lyman Macmillan Co. 

Inductive Chemistry, Eobt. H, Bradbury Appleton 's Co. 

First Principles of Chemistry, Brownlee & others Allyn & Bacon 

Elementary Chemistry, Alexander Smith Century Co. 

Foundations of Chemistry, Blanchard & Wade American Book Co. 

Note: Most of the above books have laboratory manuals to accompany them. 

BIOLOGY. 
Below are given the 25 oftenest mentioned as most desirable reference books 
for Botany and Zoology respectively. These lists were reported to the 1913 Con- 
ference as a result of an inquiry among a wide range of teachers of Biology : 

Botany. 

1. Nature Study and Life. Hodge. 

2. Fungous Diseases of Plants. Duggar. 

3. Plant Physiology. Duggar. 

4. New Manual of Botany. Gray. Seventh edition, 
o. The Teaching Botanist. Ganong. 

6. Textbook of Botany. Coulter, Barnes and Cowles. 

7. Handbook of the Trees of the Northern States and Canada. Hough. 

8. Cyclopedia of Agriculture. Bailey. 

9. Care of Trees. Femow. 

10. Our Native Trees. Keeler. 

11. Cj'clopedia of American Horticulture. Bailey. 

12. Experiments with Plants. Osterhout. 

13. Practical Botany. Bergen and Caldwell. 

14. Plant Breeding. DeVries. 

15. Plants. Coulter. 

16. Story of Germ Life. Conn. 

17. The Nature and Work of Plants. MacDougal. 

18. Bacteria in Relation to Country Life. Lipman. 

19. Seed Dsipersal. Beal. 

20. New Creations in Plant Life. Harwood. 

21. Studies of American Fungi. Atkinson. 

22. Blossom Hosts and Insect Guests. Gibson. 

23. Botany for Schools. Atkinson. 

24. Field, Forest and Wayside Flowers. Going. 

25. Principles of Botany. Bergen and Davis. 



105 

Zoology 

1. Handbook of the Birds of Eastern North America. Chapman. 

2. Textbook of Zoology. Parker and Haswell. 

3. Biology and Its Makers. Loey. 

4. Manual for Study of Insects. Comstock. 

5. Bird Life. Chapman. 

6. Nature Study and Life. Hodge. 

7. The Housefly. Howard. 

8. The Butterfly Book. Holland. 

9. Eeports on Noxious and Beneficial Insects of Illinois. Forbes. 

10. Animal Life. Jordan and Kellog. 

11. Birds in Their Kelation to Man. Weed and Dearborn. 

12. Insect Pests of Farm, Garden, etc. Sanderson. 

13. The Moth Book. Holland. 

14. American Insects. Kellog. 

15. The Cell. Wilson. 

16. Manual of Vertebrates. Jordan. 

17. The American Natural History. Hornaday. 

18. Entomology. Folsom. 

19. Applied Biology. Bigelow. 

20. Domesticated Animals and Plants. Davenport. 

21. Bird Homes. Dugmore. 

22. Handbook of Nature Study. Comstock. 

23. General Biology. Needham. 

24. Introduction to Zoology. Hegner. 

25. General Principles of Zoology. Hertwig. 

AGRICULTURE. 

The following references were reported to the 1913 Conference: 

On Soil. 
The Soil, F. H. King. 

Soils, Brukett. 

The Soil of the Farm, Scott & Morton. 

Soils, Lyon & Fippinl. 

First Principles of Soil Fertility, Vivian. 

Soils and Fertilizers, Snyder. 

Soils, Fletcher. 

Fertilizers, Voorhees. 

Soil Fertility and Permanent Agriculture, Hopkins. 

Manual of Agriculture, Barto. 

Soil Physics Laboratory Guide, Stevenson and Schwab. 

Chemistry of the Farm, Warrington. 

The Story of the Soil, Hopkins. 

The Farm That Won 't Wear Out, Hopkins. 

Farmers' Bulletins 77, 266, 44, 192, 406, 144, 337, 245, 259, 315, 278, 187. 

niinois Bulletins, 115, 123, 125, 94. 



106 

rUinois Circulars 108, 109, 110, 116, 123, 124, 127, 129, 130, 149. 

Valuable texts in general agricultural helpful in a course in soils: 

A Laboratory Manual of Agriculture, Call and Schafer, 

Practical Agriculture, Wilkinson. 

Elements of Agriculture, Warren. 

High School Agriculture, Mayne and Hatch. 

Productive Farming, Davis. 

One Hundred Lessons in Agriculture, Nolan. 

On Stock. 

1. General : 

Harper: Animal Husbandry for Schools; Macmillan. 
Plumb: Beginnings in Animal Husbandry; Webb Publishing Co. 
Plumb: Types and Breeds of Domestic Animals; Ginn and Co. 
Davenport: Twelve Studies of Farm Animals; Parker. 
Purdue Circular No, 29. 

2. Horses : 

Roberts: The Horse; Macmillan, 

Johnstone: The Horse Book; Breeder's Gazette. 

Bulletins : 

Illinois Bulletin No, 122, Purdue 190. 

Illinois Bulletin No. 150. Farmer's 170. 

3. Cattle : 

Mumford: Beef Production. 

Eckles: Dairy Cattle and Milk Production; Macmillan. 

Bulletins : 

Purdue 153; Missouri 112. 111. 137, 139, 142, 143, 149. Farmer's 

Bulletin 143-241, 106. 111. Circular 152, 115. 

4. Sheep : 

Wing: Sheep Farming in America. Breeder's Gazette. 

Kleinheinz: Sheep Management. 

Doane: Sheep Feeding. 

Shepherd Boy: Sheep Breeds and Management; Gazette. 

Bulletins: 111. Bulletin 129; 111. Circular 125, 

5. Swine : 

Dietrich: Swine; Breeder's Gazette. 

Coburn: Swine; Breeder's Gazette. 

Dawson: Hog Book; Breeder's Gazette. 

Bulletins: 111. Circulars 123, 136. Farmer's Bulletin 379. 

6. Poultry: 

Bulletins: Farmer's Bulletins 51, 64, 357, 200, 287. 
Watson: Farm Poultry; Breeder's Gazette. 
Bulletins: Farmer's Bulletins 51, 64, 357, 200, 287. 

7. Feeds and Feeding: 

Henry: Feeds and Feeding; Gazette. 
Jordan: Feeding of Animals; Macmillan. 

8. Periodical: The Breeder's Gazette, Chicago. 



THE UNIVERSITY OF ILLINOIS 

THE STATE UNIVERSITY 

Urbana 
Edmund J. James, Ph. D., LL. D., President 



THE UNIVERSITY INCLUDES THE FOLLOWING DEPARTMENTS: 

The Graduate School 

The College of Liberal Arts and Sciences (Ancient and Modern 
Languages and Literatures ; History, Economics and Account- 
ancy, Political Science, Sociology; Philosophy, Psychology, 
Education; Mathematics; Astronomy; Geoglogy; Physics; 
Chemistry; Botany, Zoology, Entomology; Physiology; Art 
and Design; Ceramics) 

The College of Engineering (Architecture; Architectural, Civil, 
Electrical, Mechanical, Mining, Municipal and Sanitary, and 
Railway Engineering) 

The College of Agriculture (Agronomy ; Animal Husbandry ; Dairy 
Husbandry; Horticulture and Landscape Gardening; Veteri- 
nary Science; Agricultural Extension; Teachers' Course; 
Household Science) 

The College of Law (Three years' course) 

The School of Education 

The Courses in Business (General Business; Banking; Accountancy; 
Railway Administration; Insurance; Courses for Commercial 
Teachers and for Commercial and Civic Secretaries) 

The Course in Journalism 

The Courses in Chemistry and Chemical Engineering 

The Courses in Ceramics and Ceramic Engineering 

The School of Railway Engineering and Administration 

The School of Music (four years' course) 

The School of Library Science (two years' course) 

The College of Medicine (in Chicago) 

The College of Dentistry (in Chicago) 

The School of Pharmacy (in Chicago; Ph. G. and Ph. C. courses) 

The Summer Session (eight weeks) 

Experiment Stations: U. S. Agricultural Experiment Station; En- 
gineering Experiment Station; State Laboratory of Natural 
History; State Entomologist's Office; Biological Experiment 
Station on Illinois River; State Water Survey; State Geolog- 
ical Survey; Mine Rescue Station 

The library collections contain (March 1, 1915) 336,612 volumes, in- 
cluding the library of the State Laboratory of Natural History 
(8,100 volumes), the Quine Medical Library (14,000 volumes), 
and the library of the School of Pharmacy, (2,000 volumes). 

For catalogs and information address 

THE REGISTRAR 

Urbana, Illinois 



LIBRftRY OF CONGRESS 



019 745 200 6 



